Learn a design process for creating three-dimensional assessment tasks that support student learning. We will introduce participants to each phase of the process: unpacking dimensions, developing integrated dimension maps, articulating learning performances, identifying phenomena, and designing tasks.

TAKEAWAYS:
Participants will learn the steps of a systematic process for designing three-dimensional tasks that align with NGSS performance expectations, take into consideration students’ diverse backgrounds, and can be used in classrooms to provide information to teachers and students to improve learning.

SPEAKERS:
Joseph Krajcik (CREATE for STEM Institute, Michigan State University: East Lansing, MI), Christopher Harris (WestEd: Menlo Park, CA)

Diversity in STEM is crucial; however, we need to do more than just talk about it. In order to really create inclusive spaces, we must address the dark side of science which has led many groups to shy away from pursuing these fields. This harm can be repaired through restorative practices.

TAKEAWAYS:
Attendees will understand the history of science in the United States. By acknowledging the systemic obstacles and barriers that certain underrepresented groups faced, we can implement restorative strategies to create inclusive science classrooms, such as: circles, conferences, and restorative questions.

SPEAKERS:
Dr. Josue Falaise (GOMO Educational Services)

In this engaging session, we embark on a transformative journey, equipping educators with the tools and knowledge to instill a growth mindset in themselves and their students, enriching the educational experience, and nurturing future generations of resilient, adaptable, and lifelong learners.

TAKEAWAYS:
Teachers will self-assess and evaluate students' mindsets, while discussing resources to foster resilience, embracing challenges, and nurturing a lifelong love for learning in any classroom.

SPEAKERS:
Luciana Girgulsky (Northlands: Olivos, FL)

Engaging students in science practices, like arguing from evidence, supports a vision of inclusive instructional strategies. Come explore how students in a fourth grade classroom argue from evidence to figure out which organism was pollinating the moonflower, which only blooms at night.

TAKEAWAYS:
Participants will come away with an example of how to structure argumentation in the 4th grade classroom through observing student data organization and student discourse.

SPEAKERS:
Betsy Barent (Lincoln Public Schools: Lincoln, NE), Miranda Orellana (Lincoln Public Schools: Lincoln, NE)

This session will introduce teachers to a variety of note-booking techniques that will increase student engagement and excitement for learning. Students will take pride in their notebooks and therefore increase the level of effort they put into their work.

TAKEAWAYS:
This session will provide teachers and administrators with various strategies to differentiate learning for English Language Learners, Special Education Students, and General Education Students, and accurately assess student learning through note-booking by tracking student thinking/understanding.

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

This interactive session will dive into nature-based learning experiences that help youth develop and maintain positive relationships, become lifelong learners, and contribute to a more caring and just world.

TAKEAWAYS:
This session will model a way to advance educational equity using learning environments that feature trusting and collaborative relationships paired with meaningful instruction.

SPEAKERS:
Maurine Banzhaf (Colorado PLT advisory council: Woodland Park, CO)

School leaders play an important role in the adoption of high quality instructional materials and can serve as catalysts for smart adoption processes. Participants will learn how to develop and use local priorities and instructional vision to drive the instructional materials adoption process.

TAKEAWAYS:
Participants will learn how to develop local priorities and establish an instructional vision, engage with EdReports reviews of instructional materials to make informed decisions based on local context, and leave with materials to support replicating this process with their local educators.

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

How do we prepare teachers to build a community of student learners and leaders? Science education is ideal for building student leaders as they investigate phenomena through questions and observations.

TAKEAWAYS:
We will explore and model best practices to promote inclusive student leadership in science.

SPEAKERS:
Sephali Thakkar (National Science Education Leadership Association (NSELA): Allen, TX), Beverly DeVore-Wedding (Nebraska Indian Community College: Meeker, CO)

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: Cassatt, SC)

In this presentation we’ll discuss how to bring makerspaces, STEAM, and genius hour to life in the classroom. An experienced STEAM educator will share her joyful journey creating and implementing a middle school STEAM class rooted in research on making, equity, and the genius hour practice.

TAKEAWAYS:
Attendees will learn how to bring joy into teaching and learning through making, STEAM, and genius hour. Attendees will walk away with tools, tips, and tricks to support their own vision of joy in teaching and learning.

SPEAKERS:
Olivia Bello (75 Morton: New York, NY)

This session provides an overview of teaching science for social justice and how elementary teachers can design explorations that use science to critique injustices. Participants will engage in an elementary hands-on, social justice science lesson and discuss ways to do the same in their contexts.

TAKEAWAYS:
Teachers will gain a deeper understanding of the importance of teaching science for social justice, along with practical classroom strategies informed by the Learning for Justice (2022) standards and Davis’ (2022) Four Approaches to Equity Framework, to design their own elementary science lessons.

SPEAKERS:
Alesia Moldavan (Assistant Professor of Mathematics and Science Education: Pooler, GA), Bailey Nafziger (Georgia Southern University: Statesboro, GA)

This session will highlight and discuss key takeaways from the bestselling book Hunt, Gather, Parent: What Ancient Cultures Can Teach Us About the Lost Art of Raising Happy Helpful Little Humans that have practical applications for educators in their own classrooms, including the acronym TEAM.

TAKEAWAYS:
Participants will learn about some of the underpinning childrearing philosophies commonly found in cultures around the world that help lead to kind, confident, and contented kids, and leave with a toolbox of “best practices” that can be applied directly in the classroom.

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

We will engage audience in experiencing strategies a group of middle-school science teachers used to customize OpenSciEd curriculum to better support students' equitable sensemaking by enhancing the curriculum's relevance. We will also share the challenges and lessons learned.

TAKEAWAYS:
Through this session, we hope that the attendees will walk away with a set of strategies they could use to enhance curriculum's relevance to students in future instruction, as well as the items they want to pay attention to during customization.

SPEAKERS:
Jason Buell (Postdoctoral researcher: evanston, IL), Brian Reiser (Learning Sciences, SESP, Northwestern University: Evanston, IL), Claire Hiller (Chute Middle School: Evanston, IL), Stephanie Baldwin (Haven Middle School: Skokie, IL), Kafi Chase (Chute Middle School: Evanston, IL), Yang Zhang (Northwestern University: Evanston, IL)

Science is a social endeavor! Gain strategies to transform your classroom into a community of learners in which students and teachers actively try to make sense of the natural and built worlds.

TAKEAWAYS:
Classroom norms help ensure equitable science learning

SPEAKERS:
Kate Soriano (NSTA: Jersey City, NJ)

Science education has a key role to play in supporting a just transition to the climate crisis. Participants will learn about 20 priority areas associated with climate and environmental justice—and explore educational approaches, resources, and groups related to these areas.

TAKEAWAYS:
Working towards climate justice involves a multifaceted set of issues and priorities. Teachers will identify which priority areas relate to their goals and context and learn about related resources. A climate justice framework will help teachers learn about different dimensions of climate justice.

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

Sponsoring Company: Activate Learning

Learn fun strategies for using informational texts to support your young learners’ sensemaking. Investigate supports with these texts that help students gather more information, use new vocabulary, and experience new ways of talking about their ideas about the world of science around them.

SPEAKERS:
Jen Gutierrez (Activate Learning: Greenwich, CT)

Sponsoring Company: Amplify Science

Through reflecting on our own personal ‘why’ for teaching science, we’ll consider how to spark a love of science for the next generation of solution seekers. Using exemplar activities and teacher moves, explore ways to celebrate student thinking, be responsive, and promote deep scientific thinking.

SPEAKERS:
Eric Cross (Albert Einstein Academy Middle School: SPRING VALLEY, CA)

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.

TAKEAWAYS:
Tips on how to manage stress.

SPEAKERS:
Azra Chughtai (NSTA: McLean, VA)

The INSPIRE program is a professional learning opportunity aimed at increasing diversity within the geosciences. This is accomplished through inclusive pedagogies: specifically scaffolding support for student executive functioning skills and self-regulated learning cycle in inquiry activities.

TAKEAWAYS:
Participants will learn about student executive functioning skills, the self-regulated learning cycle, and ways to incorporate their support into their planning and teaching praxis. Participants are asked to bring an example of an inquiry activity (lab, or otherwise) to work with during the session.

SPEAKERS:
Mary Anne Mollica (Teacher/ Science Pedagogy Specialist: Astoria, NY)

All students have the right to develop a deep understanding of how the world works in ways that support their personal goals and the interests of their community. Come explore how instruction can more equitably support science learning that is consequential to your students and their communities.

TAKEAWAYS:
Teachers will develop an understanding of an equity project framework for science education for supporting professional learning and implementation projects. They will learn how open education resources (http://stemteachingtools.org/) can help them develop equitable approaches to science teaching.

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA), Michal Robinson (Alabama State Department of Education: Hoover, AL)

Sponsoring Company: Great Minds

Come along as we undergo a rigorous student experience to work through a complex investigation. Throughout the course of the session, participants will discover the importance of fostering an environment that encourages challenge where students can struggle in a safe space.

SPEAKERS:
Madeline Cronk (Great Minds: Washington, DC)

Sponsoring Company: Amplify Science

How do we uncover and leverage the wealth of background knowledge and experiences students bring to science classrooms? Join UC Berkeley’s Lawrence Hall of Science for strategies and examples of how student-centered experiences can spark curiosity, empower students, and lead to deeper learning.

SPEAKERS:
Jonathan Curley (The Lawrence Hall of Science: Berkeley, CA), Daniel Alcazar-Roman (University of California, Berkeley: Belmont, CA)

Sponsoring Company: Lab-Aids

Learn about the intentional design of our units to embed equitable opportunities in phenomenon-based learning. This hands-on workshop uses a model activity showing how students use data to develop an evidence-based argument supporting the best way to recover copper from a waste solution.

SPEAKERS:
Ed Miller (Selden Middle School: Centereach, NY)

The NGSS highlights phenomena as one of the components of equitable instruction. This interactive workshop introduces an instructional tool that helps K-8 science teachers identify an appropriate phenomenon that will enable the teacher to plan and implement three-dimensional science instruction.

TAKEAWAYS:
Participants will have opportunities to share their perspectives in identifying anchoring phenomena, use a phenomenon tool to evaluate a range of phenomena and non-phenomena, and discuss some common issues in identifying and using anchoring phenomena.

SPEAKERS:
Lin Xiang (University of Kentucky: Lexington, KY), Caitlin Ousley (Saint Agnes School/Archdiocese of Louisville: Louisville, KY), Kristin Cook (Bellarmine University: Louisville, KY)

Presenters will share three units in which science is integrated with ELA, math, and social studies. This session will share the process of unit creation and how incorporation with other content areas strengthens science instruction. Three units will be shared: kindergarten, 3rd, and 5th grade.

TAKEAWAYS:
Attendees will learn how to integrate multiple content standards to strengthen science instruction, as well as leave with three examples of fully integrated elementary units. In addition to the sharing of the units, presenters will share the creation process so participants can engage in this work.

SPEAKERS:
Mandie Sanderman (Central Rivers Area Education Agency: Waverly, IA), Chelsie Byram (Central Rivers Area Education Agency: Waterloo, IA)

In this session participants will learn about key ideas from multiple perspectives on the topics of: 1) anti-racism, inclusivity, and asset-based orientations – as foundational pedagogies for preparing future teachers. The goal is to develop a classroom that places belonging before achievement.

TAKEAWAYS:
Participants challenge the achievement-first orientations to reframe classroom environments by placing ‘belonging’ as a central tenant of STEM pedagogy and practice.

SPEAKERS:
Adam Devitt (Associate professor science education: Turlock, CA)

65% of Elementary School students will enter STEM jobs that haven't been created yet. How do we prepare students for jobs that don't exist yet? While we don't know what problems our students will face, we do know that they will face problems, and those problems are solved through STEM.

TAKEAWAYS:
Learn how Gwinnett County Public Schools is engaging our youngest scientists in science-fair-type experiences where curiosity takes its first steps.

SPEAKERS:
Brandon McKinney (Gwinnett County Public Schools: Stone Mountain, GA), Kristin Luthi (Gwinnett County Public Schools: Suwanee, GA)

Justice-centered science instruction is a critical process for building transformative, empowering classrooms. The TEECH 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:
Stacy Meyer (Educational Service District 112: Vancouver, WA)

This session introduces art, music, reading, writing, and drama ideas to be woven through your lessons on climate change. I have multiple examples of climate-related projects that have been used successfully with students to educate and empower. Dare I say that teaching climate change can be fun?!

TAKEAWAYS:
Teachers learn how to enrich their teaching and inspire their students by incorporating The Arts into their climate lessons. In addition, The Arts can provide creative and fun project-based learning that has the potential to communicate climate science effectively to the greater population.

SPEAKERS:
Kottie Christie-Blick (University of San Diego: Tappan, NY)

Embark on an AI-powered journey with Chat-GPT to grow your teacher toolbox! Join us to discover how Chat-GPT can offer options for differentiation and equity within your science classroom!

TAKEAWAYS:
Attendees will observe and synthesize differentiated activities to better address performance expectations using ChatGPT, such as finding animations for abstract concepts, tiered reading materials, supports for ESL students, culture integration in lessons, and enrichment opportunities.

SPEAKERS:
Andrew Kipp (Texas A&M: McAllen, TX)

Join us to explore and reflect on research-based practices for improving science engagement and learning for multilingual students through a mini-lesson, discussing how these practices are working with our students, and considering how to apply these strategies in your own classroom.

TAKEAWAYS:
Participants will leave with a selection of easy-to-implement practices for making science learning more accessible to multilingual students, and even other students in their classrooms.

SPEAKERS:
Renee Nesnidal (Science from Scientists: JORDAN, MN), Esther Niemasik (Science from Scientists: Redwood City, CA), Mary Hatton (Science From Scientists: North Reading, MA), Beth Murphy (Science from Scientists: Barnes, WI)

Promoting reading and writing while learning science? Utilize proven literacy strategies to enhance your students’ science knowledge and science literacy for the 21st (STEM) century.

TAKEAWAYS:
Enhancing student learning in science utilizing literacy strategies.

SPEAKERS:
Beverly DeVore-Wedding (Nebraska Indian Community College: Meeker, CO)

Participants will engage in the development of a PBL Life Science unit— from start to finish for any secondary student. Several examples of successful PBL Units will be shared and participants will have the opportunity to create their own PBL— specifically Brownfields, Env. Disasters, etc.

TAKEAWAYS:
Attendees will be able to walk away with a partial or entire PBL unit.

SPEAKERS:
Margaret Busker-Postlethwait (Teacher/presenter: Ravenna, OH)

Learn how student interest & identity are co-equal dimensions with disciplinary core ideas, science & engineering practices, and crosscutting concepts when designing phenomenon-driven assessments. Participants will learn how to use tools to elicit information about students for use in design.

TAKEAWAYS:
Educators engage with the 5D Assessment Project's tools to elicit and use information about students' interests and identities to design meaningful, phenomenon-driven assessment opportunities. Work with examples of meaningful assessment aligned to the elements of the NGSS.

SPEAKERS:
Sara Cooper (Contextus: Lincoln, NE), Kevin Cherbow (BSCS Science Learning: Colorado Springs, CO), Abraham Lo (BSCS Science Learning: Ambler, PA)

Join a conversation with educators and the parent of an autistic child to gain awareness about autism and discuss ways to support the needs of autistic students and their families. Learn through discussion and anecdotal evidence from a parent’s perspective.

TAKEAWAYS:
Gain awareness about autism; the evolving science behind it, how families navigate therapies, and the struggles students face in the classroom. Ideally this experience will allow participants to develop a growth mindset around the support autistic students need in a general education setting.

SPEAKERS:
Fredrick Weisbrot (Teacher: Shrewsbury, NJ)

This workshop will introduce teachers to classroom investigations using the built-in gyroscope in their smartphones which connect foundational physics to real-world applications such as virtual reality and fitness tracking.

TAKEAWAYS:
Participants will conduct multiple hands-on investigations using the gyroscope sensor in smartphones to explore rotational motion. They will directly experience the amazing capabilities of the sensors and will go away prepared to implement the investigations in their classrooms.

SPEAKERS:
David Rakestraw (Lawrence Livermore National Laboratory: Livermore, CA), Michael Tobler (Moreau Catholic High School: Hayward, CA), Helene McLaughlin (JHU Applied Physics Lab: Columbia, MD)

Jason will explain why CLEAPSS and King’s College, London decided to undertake this action-research project and what it’s taught he, and his colleagues, about supporting elementary and middle school science leaders to champion and facilitate effective hands-on science in their schools.

TAKEAWAYS:
This presentation provides educational professionals and coaches with insights into the effective practices and ways of working that we have developed to support elementary and middle school science leaders to lead science across their schools.

SPEAKERS:
Jason Harding (CLEAPSS / Kings College London: Crstal Beach, TX)

How do we center our own students and their communities in NGSS units designed for a national audience? Explore and try out localizing approaches, resources, and examples that are grounded in equity-focused research and built out by K-8 teachers and district leaders implementing Amplify Science.

TAKEAWAYS:
Participants will become familiar with an approach used to localize national curricula and will take away research-based and equity-centered tools, resources, and examples 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)

Once upon a time, there were dedicated teachers who wanted nothing more than classrooms full of happy, engaged, and inspired students. Alas, our heroes must face many dastardly obstacles including boring curriculum! This session will provide storytelling tips to help turn duds into happy endings...

TAKEAWAYS:
Participants will leave with compelling explanations/research behind the effectiveness of storytelling as an instructional tool as well as several examples of story integration into various STEM activities.

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

Life is diverse, the way we teach biology can honor and highlight diversity in gender, sex, and sexuality. In this session, we will share classroom-ready lessons and resources for teaching about diverse bodies, identities, and families.

TAKEAWAYS:
LGBTQ+ students, and all students, can benefit from teaching about gender diversity in evidence-based, ongoing, and positive ways.

SPEAKERS:
Sam Long (Denver Public Schools: Denver, CO)

Early grades students are the most curious, uninhibited learners. They are ready and eager to share their ideas. How do we support them in developing accurate science understandings about complex phenomenon?

TAKEAWAYS:
Teachers will explore complex phenomenon that support the NGSS K-5 standards, developing not only their own understandings, but considering how they can support students in group sensemaking.

SPEAKERS:
Ananda Weigand-Sheerer (teacher leader: Rochester, NY), Kelly Peason (Associate Director of Science Education Outreach: Pittsford, NY), Michael Occhino (The Margaret Warner Graduate School of Education and Human Development: Rochester, NY), Kimberly Fluet (Associate Director of Science Education Outreach: Rochester, NY)

Join the US Patent & Trademark Office with activities from the free online invention education platform EquIP HQ, Patent Sensei, and Patent Quest. Gain a conceptual understanding of some of the steps needed to take during the patent process including developing skills to help perform a patent search.

TAKEAWAYS:
All students have the power to invent. The USPTO is committed to providing free resources to help K-12 students realize their potential as inventors. Unlocking young inventors' potential, EquIP HQ introduces students to the patent process, igniting creativity and innovation in the classroom.

SPEAKERS:
Juan Valentin (U.S. Patent and Trademark Office: Laurel, MD)

Take a deep dive into the practice of developing and using models! We’ll explore how creating and using models help students build science ideas and can support students’ in developing and writing explanations. Experience the power of building science ideas together as part of a learning community.

TAKEAWAYS:
Developing models individually, in groups and as a class makes all students essential members of the knowledge-building community.

SPEAKERS:
Kristin Rademaker (NSTA: Freeport, IL), Patrice Scinta (NSTA: Brooklyn, NY)

Racism is prevalent in our society. Participants will examine resources for engaging students in respectful and productive activity that contrast the social construct of race with scientific understandings of genetics. Examples of how science education can be a form of social justice will be shared.

TAKEAWAYS:
Anti-racism work in science education is difficult. Resources to support teachers in engaging in controversial topics will be examined and used by participants to rehearse effective pedagogical moves in engaging in classroom discussions of racism and science. Curricular resources will be shared.

SPEAKERS:
Deb Morrison (University of Washington: Salt Spring Island, BC), Jeanne Chowning (Fred Hutchinson Cancer Center: Seattle, WA), Michal Robinson (Alabama State Department of Education: Hoover, AL), Kelsie Fowler (University of Washington: Seattle, WA), Jason Foster (Evanston Township High School: EVANSTON, IL)

Sponsoring Company: Activate Learning

Learn how to enhance students’ overall communication in and out of the science classroom throughout their learning. Delve deeper into topics that include listening using classroom norms, strategies that help students with short response, and how to enhance students’ use of CER!

SPEAKERS:
Brian Klaft (Activate Learning: Greenwich, CT)

The crosscutting concepts are particularly powerful at the elementary level. Join as we explore their power!

TAKEAWAYS:
Leverage crosscutting concepts in ways that help elevate science learning across the k-5 grades

SPEAKERS:
Carla Zembal-Saul (Penn State: State College, PA), Mary Starr (Michigan Mathematics and Science Leadership Network: Plymouth, MI)

Sponsoring Company: Lab-Aids

Learning sequences to drive phenomena through a unit is one way to help students understand the content. In this model activity from our Lab-Aids program: Science and Global Issues: Biology, developed by SEPUP, you will use data to investigate how abiotic factors and species diversity are related.

SPEAKERS:
Donna Parker (Dublin Coffman High School: Dublin, OH)

In this session, Colorado District Science Leaders are invited to attend our March meeting. During this time, we will network and share ideas regarding the implementation of three dimensional learning in your school, site, and/or district.

TAKEAWAYS:
In this session, Colorado District Science Leaders are invited to attend our March meeting. During this time, we will network and share ideas regarding the implementation of three dimensional learning in your school, site, and/or district.

SPEAKERS:
Samantha Agoos (Colorado Department of Education: La Veta, CO)

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 (OpenSciEd: Montpelier, VT), Grace Lugo (Boston College OEI: Wellesley, MA)

During this talk Jason will explain what Science Ninjas is, why CLEAPSS and King’s College, London (University of London) decided to undertake this research and what it’s taught he, and his colleagues, about supporting elementary and middle school teachers to plan effective active learning lessons.

TAKEAWAYS:
This presentation provides educational professionals and coaches with insights into the effective practices and ways of working that we have developed to support elementary and middle school science leaders to promote hands-on learning across their schools.

SPEAKERS:
Jason Harding (CLEAPSS / Kings College London: Crstal Beach, TX)

Transform your assessment tool into a powerful instrument for enhancing learning. Designed for educators from K-16, with an aim to streamline the grading process, make rubrics strengths-based, differentiable across all levels, and centered on developing transferable skills. Bring your own rubric!

TAKEAWAYS:
Attendees will leave with their own revised rubric that not only simplifies grading but also fosters student engagement and achievement. They will discover ways to provide constructive, actionable feedback that drives improvement and facilitates student growth.

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

With support from a sponsored organization and the DoD, DoD STEM Ambassadors are prepared to promote equitable education in their communities. Resources and strategies will be shared to encourage other teachers to utilize DoD STEM resources.

TAKEAWAYS:
Attendees will learn how DoD STEM Ambassadors increase STEM education and opportunities for disadvantaged students in their communities. Presenters will review DoD STEM resources and show how attendees can also serve their classrooms to close the achievement gap, with support from DoD STEM.

SPEAKERS:
Eric Botello (Byron P. Steele II High School: San Antonio, TX), Josephine Mesina (International High School at Largo: Bowie, MD), Thanh Le (Montebello High School: Glendale, CA), Nicole Rosen (The Ingenuity Project: Baltimore, MD)

Multilingual students' science knowledge isn’t always visible to educators. Our innovative research uncovers that knowledge regardless of students’ English language skills. You’ll learn about our research and how to build multilingual multimodal assessments for your own instruction.

TAKEAWAYS:
You will learn about multilingual and multimodal formative assessment strategies and how to implement them in your science instruction. You will have access to a formative assessment activity template and a rubric for reviewing multilingual and multimodal formative assessment activities.

SPEAKERS:
Keira Ballantyne (VP Programs & Development: Washington, DC), Brittany York (Center for Applied Linguistics: Washington, DC)

Educators and researchers from the inquiryHub partnership between DPS and CU Boulder share their experiences as they co-designed (and co-redesigned) the iHub Biology curriculum, professional learning to accompany it, and other classroom tools to support its use.

TAKEAWAYS:
Teachers partnering with researchers can yield engaging curriculum materials that support more equitable teaching and learning.

SPEAKERS:
Douglas Watkins (Denver Public Schools: Denver, CO)

An integrated science+CS module about invasive species sets the stage for inclusive and culturally responsive instruction. Come to find out how we embedded inclusive approaches into our lessons, and take away hands-on, practical strategies to apply these approaches in your own classroom.

TAKEAWAYS:
Participants will apply an Equity-Centered Curriculum Framework to inspect and modify existing science lessons to create classroom experiences that meet the needs of all learners. The Framework synchronizes Culturally Responsive Pedagogy, Universal Design for Learning, and Project-Based Learning.

SPEAKERS:
Carla Strickland (UChicago STEM Education: Chicago, IL), Annmargareth Marousky (Broward County Public Schools: Fort Lauderdale, FL), Jeanne Di Domenico (The University of Chicago: St. Louis, MO)

Workshop participants will conduct investigations using the built-in magnetometer sensors in smartphones to investigate the 3D properties of magnetic fields, including the Earth's magnetic field and magnetic information storage.

TAKEAWAYS:
Participants will conduct multiple hands-on investigations using the magnetometer sensor in smartphones to explore magnetic fields. They will directly experience the amazing capabilities of the three-axis magnetometer sensor and will go away prepared to implement the investigations in their classrooms.

SPEAKERS:
David Rakestraw (Lawrence Livermore National Laboratory: Livermore, CA), Michael Tobler (Moreau Catholic High School: Hayward, CA), Helene McLaughlin (JHU Applied Physics Lab: Columbia, MD)

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)

We will discuss the work of the Second National Conference for Justice in Geoscience and explore how diversifying and working towards justice in geoscience fits in our classrooms. Presented by a middle school science teacher on the writing team working on plans to continue this conference work.

TAKEAWAYS:
You will learn about the current work of the Second National Conference: Justice in Geoscience. Then, in community, we will critically examine and reflect on topics such as environmental justice, how to learn from students about justice in geoscience, and how this fits in our educational contexts.

SPEAKERS:
Allyson Randall (East Valley Middle School: Boise, ID)

In this workshop, we will explore the benefits of incorporating BIPOC ecological knowledge into curriculum and engage with methods to support culturally inclusive science learning. Using Papahānaumokuākea as an example, we will investigate how to infuse hope and SEL into climate science.

TAKEAWAYS:
Incorporating diverse ecological perspectives and knowledge systems can enrich students' well-being, sharpen their scientific skills, and empower them to tackle diverse climate and environmental issues.

SPEAKERS:
Samantha Turner-Rosa (Curriculum and Program Developer / Graduate Student: Washington, DC)

Join us for an enlightening session where we delve into the profound role of culture in STEAM education. Discover why embracing cultural diversity is not just essential, but transformative. You'll leave equipped with practical strategies and the confidence to create an inclusive learning environment!

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 advocate for learner success in STEAM classroom settings.

SPEAKERS:
Deanna Taylor (Interactive Learning Solutions LLC: Columbia, SC)

Discover how to promote equity and diversity in STEM classrooms through holistic assessment. Gain insights into fostering inclusivity, addressing bias, and ensuring fair evaluation practices. Leave with practical tools and strategies to create an inclusive learning environment for all students.

TAKEAWAYS:
Unlock the joy of learning while promoting equity & diversity in STEM! Holistic assessment fosters inclusivity, tackles bias, & ensures fair evaluation. Let's create an exciting, inclusive environment where all students thrive in STEM!

SPEAKERS:
Augustine Owusu Achiaw (Graduate Assistant: Clemson, SC), Stephanie Tracey (Graduate Student: Clemson, SC)

Engaging in culturally responsive teaching requires that teachers shift their perspective by building relationships within the communities they serve. We present cases of science teachers who partner with communities to design curricula that affirm the assets of students while aligning with the NGSS.

TAKEAWAYS:
Participants will learn about ways to meaningfully connect with communities outside of school to critique systems of oppression in science education and shift deficit perspectives. Participants will be empowered to advocate for their communities and engage in transformational teaching practices.

SPEAKERS:
Jeff Spencer (Illinois Regional Office of Education: Bloomington, IL)

Introducing Sprocket: Powered by Educurious! Sprocket is a free platform with OER project-based learning science courses for educators everywhere. Created by researchers, experts, and educators, Sprocket is now part of Educurious. Join us for a guided tour of Sprocket’s courses and online community.

TAKEAWAYS:
Sprocket is the world’s only OER platform providing access to evidence-based, full-year, project-based learning courses at no cost. Participants will learn how to navigate Sprocket, access the curriculum, and connect with an online community of colleagues and collaborators.

SPEAKERS:
Angela Rosenberg (Digital Content Specialist: Rohnert Park, CA), Hanna Jaramillo (Educurious Partners: Kirkland, WA), Sara Nachtigal (Educurious Partners: Seattle, WA), Alexandra Goodell (Educurious: Seattle, WA)

What is the connection between coherent instructional sequences from the students’ perspective and equitable access to science learning? Learn how coherent storyline units support students’ genuine engagement and perseverance as they work to explain a complex phenomenon over the course of a unit.

TAKEAWAYS:
Storyline unit Instructional routines provide a coherent path from students’ questions about a phenomenon to the explanation or model of that phenomenon.

SPEAKERS:
NSTA Online Advisors (NSTA: Arlington, VA), Holly Hereau (NSTA: Lake Angelus, MI), Patrice Scinta (NSTA: Brooklyn, NY)

Talk is fundamental to learning. This workshop engages participants in a variety of talk strategies specifically designed for improving classroom equity while engaging in STEM learning experiences. Many supporting resources are shared that teachers can learn from and directly use with students.

TAKEAWAYS:
The goal of this session is to support teachers in understanding how best to meet the needs of all learners by starting from where students are at and drawing on their intuitive ideas and real world experiences to inform instruction. All strategies are framed as equitable 3D formative assessment.

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

Sponsoring Company: Savvas Learning Company

Why can't you walk through walls? This complex question spans biology, chemistry, physics, and involves strange quantum phenomena. Explore the answer and discover how to incorporate recent scientific innovations into your classroom through compelling storylines.

SPEAKERS:
Christopher Moore (University of Nebraska Omaha: Omaha, NE)

Explore the myriad of ways K-5 learners share their sensemaking

TAKEAWAYS:
Expand ways in which we see children's ways of communicating.

SPEAKERS:
Carla Zembal-Saul (Penn State: State College, PA), Mary Starr (Michigan Mathematics and Science Leadership Network: Plymouth, MI)

Building a science community in your classroom. Strategies and resources for increasing engagement in doing and talking about science.

TAKEAWAYS:
This resource will help you build a positive science community, structure and manage your class, engage students in science, help students talk about science, and understand what students know so you can use that information to plan and move them forward.

SPEAKERS:
Laura Shafer, PhD (Knowles Teacher Initiative: Davis, CA)

We will share the development of the Word Wall in our Science Classrooms and how they became interactive and informative to all of our Students.

TAKEAWAYS:
Teachers will walk away with an idea to support the use of scientific vocabulary for a diverse classroom of learners.

SPEAKERS:
Dawn Konieczny (Brooks Middle School: Bolingbrook, IL), Kim Nagle (Brooks Middle School: Manhattan, IL)

Discover fresh teaching horizons: surprise yourself, collaborate actively, plan consciously, and enhance communication. Enjoy a transformational opportunity to stifle enthusiasm for differentiation and revitalize teaching with diverse strategies that will inspire and motivate students.

TAKEAWAYS:
Teachers will obtain a range of meaningful and easy-to-apply differentiation strategies for their classrooms.

SPEAKERS:
Luciana Girgulsky (Northlands: Olivos, FL)

Essential Element standards for grades 9 and 10 were used for an integrated science unit regarding traits in life science. It was designed to facilitate learning with students who qualify for alternative assessment and for students with physical needs who may use communication devices.

TAKEAWAYS:
Participants will discuss the process of unit design, intentional use of inquiry teaching practices, essential element standards, assistive technology, and preparing the teacher. One high school level unit and middle school sequence will be shared to use in their own teaching spaces.

SPEAKERS:
Mandie Sanderman (Central Rivers Area Education Agency: Waverly, IA), Chelsie Byram (Central Rivers Area Education Agency: Waterloo, IA)

This session will provide teachers with practical and effective strategies for supporting Multilingual Learners. Through hands-on activities, we will model best practices for scaffolding the language demands of a science lesson and the language development opportunities provided by the Practices.

TAKEAWAYS:
Science learning and language development are mutually supportive. Language learning occurs as a product of using language. As Multilingual Learners engage in the SEPs, they use disciplinary language to make sense of phenomena and use their emerging language to communicate their new understanding.

SPEAKERS:
Diana Velez (The Lawrence Hall of Science: Oakland, CA), Claudio Vargas (Sci-Lingual Education: Oakland, CA)

Urban elementary teachers and researchers will share successes from the NSF-funded Teaching Science Outdoors – Urban Partnerships project, describe their experiences fostering place-based science learning that is hands-on, heads-on, and hearts-on, and offer ideas to use in your instruction.

TAKEAWAYS:
Participants will learn about the value of the 3H framework (hands-on, heads-on, and hearts-on) in place-based science learning using urban spaces. They will leave the session with real-life examples, resources, and ideas shared by teachers using the framework in their work with students.

SPEAKERS:
Kieshaune Perkins (Teacher: Saginaw, MI), Roberta Hunter (Research Associate: Franklin Park, NJ)

Climate change and other drivers of change in global systems are complex, interdisciplinary phenomena. Learn about a conceptual framework that connects drivers of change with global systems to help students understand the science behind the headlines.

TAKEAWAYS:
Human-biosphere interactions offer relevant narratives and conceptual frameworks that integrate cause-and-effect; systems and system models; structure and function; and stability and change.

SPEAKERS:
Joseph Levine (Science Writer and Producer: Concord, MA)

We are middle school teachers at a title one school with the highest number of grade 6-8 L25 students of the 125 schools in our district. This session will focus on the strategies that we use daily to ensure we are teaching with rigor in a way that all students can learn!

TAKEAWAYS:
"Every student, every question, every time" is our school philosophy. We will share our tried-and-true strategies for distributed summarizing and effective questioning.

SPEAKERS:
Dave McGinley (Teacher: Lehigh Acres, FL), Barbara Rebeor (Harns Marsh Middle School: Ft Myers, FL)

Learn how to help your students build upon their unique identity and funds of knowledge using a hands on STEM project. This session will provide participants a free unit that incorporates both engineering design and computational thinking patterns for students to share their identity in class!

TAKEAWAYS:
Participants will work through a full engineering design process to show their identity by constructing a lantern and coding a light show for the project. Can be utilized with a variety of technology and maker platforms. Includes access to all materials needed to implement in class tomorrow!

SPEAKERS:
Erin Brabant (STEM Lab: Westminster, CO), Jessica Noffsinger (STEM Magnet Lab School: Westminster, CO)

The accelerometer sensor in smartphones provide students with the ability to precisely measure changes in 3D motion. Workshop participants will conduct investigations to experimentally determine the change in motion of an object, including the often tricky static and kinetic friction experiment.

TAKEAWAYS:
Participants will conduct multiple hands-on investigations using the accelerometer sensor in smartphones to explore changes in motion. They will directly experience the capabilities of the three-axis accelerometer sensor and will leave prepared to implement investigations in their classrooms.

SPEAKERS:
David Rakestraw (Lawrence Livermore National Laboratory: Livermore, CA), Michael Tobler (Moreau Catholic High School: Hayward, CA), Helene McLaughlin (JHU Applied Physics Lab: Columbia, MD)

A session dedicated to addressing the unique challenges faced by new teachers, especially alternative path teachers. We will explore strategies to retain talented educators in the field by demystifying education language and providing key tools and resources for a successful first year.

TAKEAWAYS:
Leaders will gain actionable insights into establishing robust support systems for new science teachers, resulting in improved teacher retention and implementation of science and engineering practices.

SPEAKERS:
Eric Rhoades (Collaborative Science Teaching and Learning Group Consulting: Midlothian, VA)

Hands-on workshop highlights considerations of water use and equity. Uses anthropology, geosciences, and environmental sustainability principles to discuss water equity and incorporating these concepts and disciplines into science education. Bring a laptop/tablet to fully participate.

TAKEAWAYS:
Participants will investigate the ethnohistoric context of water ownership, access and use in their regions, and practice how to unpack the complex topic of water equity and incorporate various aspects into activities that address the learning objectives of their classroom.

SPEAKERS:
Chelsie Romulo (Associate Professor of Geography, GIS, and Sustainability: Greeley, CO), Sharon Bywater-Reyes (Associate Professor of Geoscience: Greeley, CO), Sarah Johnson (Wild Rose Education: Carbondale, CO)

OpenSciEd Biology's 3rd unit explores who gets cancer and why and where we should focus efforts on treatment and prevention. Learn how students build understanding of inheritance and variation of traits through modeling, investigations and cause and effect thinking.

TAKEAWAYS:
This unit supports students as they figure out understandings of inheritance and related ideas. Participants will see how students build these ideas through a series of investigations.

SPEAKERS:
Kate Henson (University of Colorado Boulder: Boulder, CO)

NextGen TIME is a free suite of tools and processes that supports districts in preparing to evaluate instructional materials for quality and design for the NGSS. This collaborative process helps you plan for next steps, including customization to improve student outcomes and effective implementation.

TAKEAWAYS:
Learn how NextGen TIME supports the evaluation of current instructional materials to strengthen their design for NGSS, and how NextGen TIME tools and processes can serve as critical components of curriculum-based professional learning. You’ll walk away with free access to NextGen TIME resources.

SPEAKERS:
Susan Gomez Zwiep (BSCS Science Learning: Long Beach, CA), Jenine Cotton-Proby (BSCS Science Learning: Waldorf, MD)

This engaging workshop provides experience and insight into the complex nature of genetics. Participants will explore genetic variations and prevalence in the population resulting in enhanced understanding and empathy for those with Down’s, Klinefelter's, and Turner Syndromes and several others.

TAKEAWAYS:
Enhanced understanding and empathy for those with Down’s, Klinefelter's, and Turner Syndromes, and several others.

SPEAKERS:
Laura Tucker (Consultant: Port Townsend, WA), Brett Thomsen (Science Department Head: Chimacum, WA)

This session explores an interdisciplinary 5E lesson investigating sound and vibrations using physical and virtual (Scratch) instruments. Participants will learn how music and science educators collaborated to design the lesson, and how music and science can be used to explore cultural connections.

TAKEAWAYS:
Participants will explore an innovative, interdisciplinary 5E lesson as an example of ways to integrate music into elementary science classrooms. Emphasis will be placed on exploring instruments’ properties, what sounds the instruments make, and how people play them referencing cultural connections.

SPEAKERS:
Graham Johnson (Fordham University: Lynbrook, NY), Alesia Moldavan (Assistant Professor of Mathematics and Science Education: Pooler, GA)

Collaborative talk between students is essential to students’ scientific sensemaking and learning. However, promoting, organizing, and facilitating large group, or even whole-class, talk can be challenging. This workshop engages participants in a variety of large group talk strategies.

TAKEAWAYS:
The goal of this session is to provide a space for teachers to reflect on their whole-class discussion routines and strategies, and learn new approaches for facilitating collaborative sensemaking talk that welcomes all learners into discussions, honors their ideas, and contextualizes learning.

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

Sponsoring Company: Penda Learning

Penda is a high-quality, gamified intervention and instructional resource that is phenomena-based and 3-D with tools for differentiation and is engaging for all students. Customizable reports and assessments assist with progress monitoring. Penda is handcrafted for NGSS, Texas TEKS and FL SASS.

SPEAKERS:
Mindy Pearson (Penda Learning: Ruskin, FL), Taylor Willis (Penda Learning: Tampa, FL), Kathryn Kypreos (Penda Learning: Savannah, GA)

Participate in sample activities from our collection of 40 FREELY available lesson plans that comprise our youth-led environmental citizen science curriculum. This NGSS-aligned curriculum brings our research on student science identity development into practice with authentic, place-based learning.

TAKEAWAYS:
You will experience how to implement this research-informed curriculum to strengthen student science identity development, and learn how to use environmental sensors and environmental monitoring data in lessons that build skills in SEPs, science communication, and scientific technology use.

SPEAKERS:
Charlie Blake (Assistant Professor: Edwardsville, IL)

Cultural relevance promotes inclusive environments that expand perspectives of science education to question: Who can participate in science and what constitutes scientific activity? This session explores frameworks for cultural relevance and ways they can be applied in science classrooms.

TAKEAWAYS:
This proposed workshop will consider the questions: (1) What is cultural relevance? (2) How has cultural relevance been applied? and (3) How can we make actionable steps in our own classrooms to affirm the diverse cultures and perspectives of our students?

SPEAKERS:
Jeff Spencer (Illinois Regional Office of Education: Bloomington, IL)

This essential biology investigation requires students to compare hominid skulls, studying the morphological changes as humans evolved. Skull models cost thousands of dollars. Do this important investigation for free with our slide presentation, student instructions, 2D skulls, and online resources.

TAKEAWAYS:
This essential biology investigation requires students to compare hominid skulls, studying the morphological changes as humans evolved. Skull models cost thousands of dollars. Do this important investigation for free with our slide presentation, student instructions, 2D skulls, and online resources.

SPEAKERS:
Bertha Vazquez (G. W. Carver Middle School: Coral Gables, FL)

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, hear from female scientists from the Van Andel Institute, and leave with four powerful ways to increase female student interest, motivation, and confidence in these fields.

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

A session dedicated to addressing the unique challenges faced by new teachers, especially alternative path teachers. We will explore strategies to retain talented educators in the field by demystifying education language and providing key tools and resources for a successful first year.

TAKEAWAYS:
Attendees will gain actionable insights into establishing robust support systems for new science teachers, resulting in improved teacher retention and a more resilient and passionate science education community.

SPEAKERS:
Eric Rhoades (Collaborative Science Teaching and Learning Group Consulting: Midlothian, VA)

Learn how to integrate some of the Science and Engineering Practices of Asking Questions, Constructing Explanations, and Engaging in Argument From Evidence into lessons driven by a phenomenon. Students of all backgrounds and abilities engage in these practices and feel part of a learning community.

TAKEAWAYS:
Resources for using phenomenon-based lessons, Question Board, Notebook Guidelines, Written Responses, and promoting Scientific Discourse will be shared. A guided lesson will be shared which covers DCI PS3.B and PE 4-PS3-2. A classroom video will be shared.

SPEAKERS:
Mary O'Donnell (Penn State University: Long Beach, CA), Gargi Adhikari (Holland Brook School/Readington Township Schools: Whitehouse Station, NJ)

Deep dive into phenomenon-based learning! In this immersive workshop, participants will experience phenomena, collaborate with other educators, and develop a toolkit of ways to captivate students’ curiosity. Instructors will model examples and offer time to connect around ways to elevate engagement.

TAKEAWAYS:
Teachers will walk away with an understanding of how phenomena can drive high-quality instruction, and a real-time toolkit of resources to support them moving forward. Using the Next Generation Science Standards framework, teachers will collaborate around student engagement in a meaningful and authentic way.

SPEAKERS:
Pam McWilliams (Science Partner for Curriculum and Instruction: Aurora, CO), Rebecca Rolater (pK-12 District Science Coordinator: Aurora, CO)

This project is to create a synchronous online instructional model that integrates academic coaching to enhance the learning experience of future elementary teachers regarding diverse cultures.

TAKEAWAYS:
This project is to create a synchronous online instructional model that integrates academic coaching to enhance the learning experience of future elementary teachers regarding diverse cultures.

SPEAKERS:
Jiyoon Yoon (The University of Texas at Arlington: Arlington, TX)

Learn about and apply tools from a federally-funded professional development program around translanguaging. These tools will allow you to plan lessons that leverage emergent bilinguals' multilingualism and lived experiences as they analyze and interpret data and scientific texts.

TAKEAWAYS:
Translanguaging recognizes, values, and leverages emergent bilinguals full communicative repertoire. Science teachers can use strategic translanguaging moves to strengthen how science practices, such as analyzing and interpreting data, better foster biliteracy development.

SPEAKERS:
Edward Lyon (Sonoma State University: Santa Rosa, CA)

Teachers engage in classroom discourse strategies designed to support developing science classroom communities that promote more equitable student contributions.

TAKEAWAYS:
Participating in purposeful classroom discourse strategies during teacher professional learning experiences results in more equitable science classroom community building.

SPEAKERS:
Stephanie Brushway (Denver Public Schools: Denver, CO)

ASTA shares a professional learning model that promotes curriculum development and supports classroom implementation, both critical components in transforming science education. Using carefully designed steps, teachers craft cohesive units with performance tasks that incorporate the 3 dimensions.

TAKEAWAYS:
Participants will gain an understanding of the challenges and successes of this multi-year, intensive professional learning program for constructing three-dimensional K-12 units and share ideas on how this process might be adapted to one’s own local context to support the educators they serve.

SPEAKERS:
April Holton (Arizona State University: Peoria, AZ), Adrian Alvarez (Grand Canyon Public Schools: Williams, AZ), Sara Torres (Arizona Science Teachers Association: Tucson, AZ)

Join PhET’s initiative to advance diversity, equity, inclusion, and belonging (DEIB) in STEM education by increasing your familiarity with our resources, and considering how simulations + activities + facilitation can be used to increase representation, relevance, and accessibility.

TAKEAWAYS:
Use the PhET Equity Framework to explore aspects of PhET simulations and sim-based resources that can help all students learn, such as inclusive sim features, translations, diversified character sets, and equity-aligned rubrics to select and modify teacher-contributed activities.

SPEAKERS:
Katherine Perkins (PhET Interactive Simulations, University of Colorado Boulder: Boulder, CO), Briana Clarke (Park Day School: Oakland, CA), Rebecca Vieyra (PhET Interactive Simulations, University of Colorado Boulder: Washington, DC)

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: Newtonville, MA), Renee Affolter (OpenSciEd: Montpelier, VT)

Diversity is more than skin deep. It's part of who we are and who our students are. In this session, you will learn how your students differ on many levels and how you can tailor your lessons to better match their needs. Learn different strategies and practice modifying lessons!

TAKEAWAYS:
Participants will learn strategies to diversify their lessons.

SPEAKERS:
Megan Hodge (Mississippi Department of Education: Poplarville, MS), Kristin Ambrose (Walhalla High School: Seneca, SC)

This workshop provides participants the opportunity to engage in and reflect on science learning aligned to a framework for designing instruction that is more equitable and engaging for all students. Participants will reflect on the framework and consider ways it can apply in their own setting.

TAKEAWAYS:
Attendees will walk away with a framework and concrete examples of its application for creating science learning experiences that are more equitable and engaging, and reflect on its use at the school, district, or regional level in supporting enactment of high-quality curriculum & instruction.

SPEAKERS:
Christi Sanderson (mySci Instructional Specialist: University City, MO)

Little is known about how the framing of phenomena impacts students’ interest and sense of relevance. We share findings from a study where we asked students to rate how relevant and interesting they found four phenomena either described using an engineering, a local, a neutral, or a justice framing.

TAKEAWAYS:
Framing a phenomenon as an engineering design problem, a social or environmental justice issue, a local event, or a neutral problem influences students' perception of interest and relevance, which can influence how they engage as learners.

SPEAKERS:
Diego Rojas-Perilla (BSCS Science Learning: Colorado Springs, CO), Zoe Buck Bracey (Senior Science Educator and Director of Design for Justice: Colorado Springs, CO), Jamie Noll (BSCS Science Learning: Evanston, IL)

Using phenomena in your classroom is a crucial way to drive instruction. However, many times phenomena are not localized and therefore do not relate to student interest. In this session, learn about different ways to use local phenomena to increase engagement in the classroom.

TAKEAWAYS:
A list of possible local phenomena to use in your classroom.

SPEAKERS:
Autumn Rivera (Glenwood Springs Middle School: Glenwood Springs, CO)

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)

What might seem like student apathy and lack of engagement may be a student simply needing connection, community, and care. Join high school teachers as they share instructional practices and strategies used to create a positive and equitable classroom that can improve student outcomes.

TAKEAWAYS:
Participants will be led through a variety of engaging activities and instructional practices put together over the past 3 school years. The activities are aimed at building engagement within the classroom with special attention to student trauma and equitable practices.

SPEAKERS:
Sydney Recknagel (Reeths Puffer), Kari Parnin (Science Consultant: Muskegon, MI)

Climate change is here. Come explore ways to teach about this that intersect with issues of justice and provide action for the future. This workshop will support educators in all grades and contexts, including those who can’t even say “climate change”!

TAKEAWAYS:
Strategies for engaging in climate change and climate justice learning appropriate to grade band NGSS standards, climate and energy literacy standards, and for both school and community based learning contexts.

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

Let's talk about how you can foreground science while you elevate literacy in an interdisciplinary classroom.

TAKEAWAYS:
Learn to identify opportunities to include high-quality science-focused literacy in the elementary classroom.

SPEAKERS:
Miranda Fitzgerald (University of North Carolina Charlotte: Mint Hill, NC), Marshall Escamilla (Tumble Media Production: Greenfield, MA), Mary Starr (Michigan Mathematics and Science Leadership Network: Plymouth, MI)

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:
Kylie Bertram (Science Teacher: Willingboro, NJ), Emily Berman (Global STEM Challenges Program: Washington, DC)

Do you want all your students to feel like they belong and to see themselves in your classroom? Learn how to use the NSF-funded DoS classroom observation and feedback system, which incorporates student voice, reflection, and equitable access to build productive science classroom communities.

TAKEAWAYS:
You will learn strategies to promote belonging for all students in your MS science classroom, through applying the evidence-based DoS observation framework to real classroom scenarios and having small group conversations about your peers’ experiences building inclusive and reflective classrooms.

SPEAKERS:
Victoria Oliveira (Researcher: Belmont, MA), Virginia Andrews (Institute for the Study of Resilience in Youth)

Are you interested in learning how to help your students (or yourself) make better decisions? This workshop will walk you through a variety of engaging activities and adaptable lessons to introduce decision-making strategies to your students (in partnership with the Alliance for Decision Education)!

TAKEAWAYS:
Attendees will be able to guide their students in making better decisions for themselves and their communities at large, along with possible learning strategies applicable for the attendees themselves!

SPEAKERS:
Brittany Beck (High School of Telecommunication Arts and Technology: Brooklyn, NY), Yishan Lee (PS/MS 219: Bayside, NY), Yanique Sears (Columbia Secondary School for Math, Science and Engineering: Bronx, NY)

The story of the double helix is standard fare, but it is usually told in a cursory and superficial way. The actual story, however, can be brought into the classroom in a way that excites students and shows the scientific process, warts and all, in a manner that promotes equity and inclusion.

TAKEAWAYS:
We will ask students to do the difficult work of placing themselves into the narrative in a way that enables them to address some of the scientific and ethical choices made by the various parties to the discovery of the double helix.

SPEAKERS:
Kenneth Miller (Brown University: Providence, RI)

Learn to flip student uncertainty to rev up student motivation to understand concepts! SUPeR stands for Student Uncertainty as a Pedogogical Resource. The approach was developed by Drs. Ying-Chih Chen and Michelle Jordan at ASU. Learn tips and tricks for student uncertainty to drive your class!

TAKEAWAYS:
Teachers will understand when to maintain, raise, and lower student uncertainty to keep curiousity driving their classroom. Teachers will learn sensemaking strategies and ways to assess uncertainty in their classroom.

SPEAKERS:
Jamie Rapkiewcz (Mesa Public Schools: Mesa, AZ), Mandy Heal (Mesa Public Schools: Mesa, AZ)

Come learn how to use the Justice, Equity, and Inclusion in Science Picture Books Checklist to select high-quality picture books for your classroom. In this interactive workshop, participants practice using the checklist and discuss takeaways. Several picture books will be raffled to participants.

TAKEAWAYS:
Participants learn about a tool to analyze science picture books they select that center justice, equity, and inclusion. Participants practice using the tool with recently published picture books, analyze the value of the tool, and discuss how they can integrate it in their teaching environments.

SPEAKERS:
Ingrid Carter (Metropolitan State University of Denver: Denver, CO), Caitlin Fine (Metropolitan State University of Denver: Denver, CO)

This session is a panel discussion about an innovative partnership. Panelists include teachers and district staff from the innovation zone within a highly diverse urban school district, and preservice teachers and faculty from a teacher preparation scholarship program at an urban commuter university.

TAKEAWAYS:
This interactive session will serve as an exchange about ideas for both preservice and inservice professional learning that is focused on closing STEM opportunity gaps. Session attendees will have ample time to interact with panelists.

SPEAKERS:
Christina Perez (Brighton 27j School District: Brighton, CO), Mahexabel Garcia Nunez (Metropolitan State University of Denver: Aurora, CO), Janelle Johnson (Metropolitan State University of Denver: Lakewood, CO)

Embracing diversity, equity, and inclusive practices through STEAM / STEM instruction. Future educators demonstrate culturally diverse STEAM strategies that enable teachers to effectively instruct and empower culturally/linguistically diverse English Learners and English Learners with disabilities.

TAKEAWAYS:
See examples of STEAM strategies and curriculum materials designed for instruction of Culturally Linguistically Diverse English Learners (ELs) and English Learners with disabilities. Replicate materials and teaching strategies for EL students and diverse learners with disabilities in your communities.

SPEAKERS:
Alma Sandigo (Northern Arizona University: Yuma, AZ), Patricia Peterson (Northern Arizona University: Flagstaff, AZ)

Immerse yourself in current trends and insights for inclusive learning, paving the way for leading inclusive, empowering, and identity-affirming science education with an asset based approach to learner variability.

TAKEAWAYS:
Embrace students' diverse funds of knowledge and identities to enrich science and engineering education. Integrate Zaretta Hammonds' Positive Feedback framework, respect identities, and employ multiple means of representation and expression for inclusive, effective learning.

SPEAKERS:
Jennifer Munoz (STEM4Real: Carlsbad, CA), Rosanna Ayers (UC Merced: Madera, CA)

Reading proficiency is tied to academic success. Teaching various reading and testing strategies while using high-quality instructional materials (HQIM) and innovative technology can help students overcome their challenges with comprehension and vocabulary acquisition.

TAKEAWAYS:
How to use reading strategies coupled with technology to help all students develop ways to navigate grade-level, challenging text. How creating a classroom culture can cultivate an environment conducive for welcoming and increasing literacy in the classroom.

SPEAKERS:
Leslie White-Keuchler (The School District of Philadelphia: Philadelphia, PA)

This workshop provides an overview of a 2 week project-based learning unit that empowers students to advocate for legislation that will improve local air quality. Teachers will create scaffolds to support student-authored policy briefs that address equity in considering the needs of communities.

TAKEAWAYS:
We can advocate for policy changes that will address some of the sources or sinks of air pollutants to improve our community’s health. By understanding air quality in our community, we can present solutions that meet our needs and address historical and modern inequities.

SPEAKERS:
Amber Eglund (Colorado Dept of Public Health and Environment: Denver, CO), Madelyn Percy (Colorado Dept of Public Health and Environment: Denver, CO)

Do you or the educators you work with have questions about what science teaching and learning look like in classrooms implementing your state standards? Join us for a session where you will receive support to lead this module using classroom video of contemporary research-based teaching in action.

TAKEAWAYS:
Attendees will build an understanding of sensemaking and receive a toolkit to lead this session with other educators.

SPEAKERS:
Emily Mathews (NSTA: Skokie, IL), Patrice Scinta (NSTA: Brooklyn, NY)

Students bring a range of intellectual resources—based on their unique life experiences—into the classroom as they learn science. These resources can be considered different “facets” of thinking. Teachers explore a protocol for identifying and attending to facets through formative assessments.

TAKEAWAYS:
This session will help participants: analyze cognitive formative assessment responses to surface the range of student thinking about science topics and concepts, guide instruction based on that diversity of student ideas, and design formative assessment tasks to support equitable 3D instruction.

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA), Tiffany Neill (OpenSciEd: New York, NY), Ricky Scott (Tooele County School District: Tooele, UT)

Elementary-age children come to science learning with expansive resources that we must leverage for sensemaking. Their brilliance unfolds when we create and maintain space for them to lead investigation and design opportunities.

TAKEAWAYS:
Through an elem science example, focus on how elem. science learning changes when students lead.

SPEAKERS:
Carla Zembal-Saul (Penn State: State College, PA), Mary Starr (Michigan Mathematics and Science Leadership Network: Plymouth, MI)

Attendees will employ engineering drawing techniques to draw a cube isometrically and extend that new skill to draw a cube puzzle built during the workshop using orthographic projections. This exercise will be used to illustrate equity building opportunities within classrooms.

TAKEAWAYS:
Drawing isometrically allows us to create a different 2d representation of a cube where all sides are measurably equal, employing a model that better represents our actual lived experience and understanding of geometric shapes and strengthens spatial reasoning skills.

SPEAKERS:
Cheryl LG Riedel (Lester J Gates, Scituate Public Schools: Sicutate, MA)

Curriculum implementation requires significant planning so that systems support the needed shifts in practice to strengthen science teaching and learning. Join us to figure out how leading change–an important element of curriculum-based professional learning–can make a difference.

TAKEAWAYS:
Leaders can create a culture that is conducive to the significant changes in knowledge, beliefs, and practices required to support the implementation of high-quality instructional materials designed for next generation science.

SPEAKERS:
Janna Mahfoud (BSCS Science Learning: Laveen, AZ), Jenine Cotton-Proby (BSCS Science Learning: Waldorf, MD), Jody Bintz (BSCS Science Learning: Colorado Springs, CO)

Science, you either love it or hate it! Come learn how to build your students' science identity throughout the year in tandem with the science and engineering practices, so your students see themselves as scientists in your classroom and beyond.

TAKEAWAYS:
Attendees will learn how to continually build science identity within their classrooms throughout the year.

SPEAKERS:
Whitney McCormick (Alliance College Ready Public Schools: Los Angeles, CA), Sheena Velasquez (Alliance College-Ready Public Schools: Pasadena, CA)

Creative Engineering Design is a classroom-tested, ready-to-teach, hands-on introductory engineering curriculum that highlights concepts of the NSF-funded ASPIRE Engineering Research Center, which aims to make equitable and sustainable widespread electric vehicle-based transportation a reality.

TAKEAWAYS:
Explore the Creative Engineering Design free resources and starter kit to engage your students in understanding the connections between engineering and environmental justice through real-world engineering applications of electric vehicle technology to improve health and quality of life for all.

SPEAKERS:
Jennifer Taylor (University of Colorado Boulder: Boulder, CO), Jennifer Ramos-Chavez (University of Texas at El Paso: El Paso, TX)

What are some simple ways to better engage your students in science learning? How can you get your students to work with you, rather than against you? In this hands-on presentation, we will demonstrate numerous strategies you can use to improve student decision-making and collaboration.

TAKEAWAYS:
Exploring principles for student decision-making through engaging in meaningful science activities.

SPEAKERS:
Ramy Mahmoud (Savvas Learning Co.: Paramus, NJ), Jesse Wilcox (University of Northern Iowa: Cedar Falls, IA)

QFT helps students formulate questions in order to make sense of a novel phenomenon. Creating opportunities for collaborative learning through student questioning instills a sense of ownership and builds authentic connections with the content. Connections to SEPs and CCCs will be explored.

TAKEAWAYS:
Participants will learn how to implement QFT at any grade level. Examples of various methods to use QFT will be modeled. Ties to SEPs and CCCs will be discussed. In addition, participants will be given resources they can use in their classrooms.

SPEAKERS:
Lynn DiAndrea (Farmingdale School District: Farmingdale, NY), Dr. Kristen Cummings (Farmingdale Union Free School District: Farmingdale, NY)

Designing and implementing meaningful sustainability-focused learning involves all stake-holders in a community. Join CSSS members as they share their use of the Building Awareness for Sustainability Education (BASE) framework to advance equitable sustainability education in their communities'.

TAKEAWAYS:
Decisions about advancing sustainability education in a region should be made at the local level and include all local stake-holders.

SPEAKERS:
Carol ODonnell (Smithsonian Institution: Washington, DC), Lori Henrickson (Washington Office of Superintendent of Public Instruction: Olympia, WA), Deb Morrison (University of Washington: Salt Spring Island, BC)

Building Self-Regulation Learning into the classroom creates high levels of learning for all students. Learn how to walk student through identifying what they need to learn, set a goal to address learning, choose activities, evaluate their learning, and redesign to learn deeply.

TAKEAWAYS:
Teachers will learn to use Self-Regulation Learning (SRL) to create a personalized classroom that challenges all students at deep levels. Learn to guide students' learning and encourage them to learn content and skills of learning at deep levels.

SPEAKERS:
Katherine Willet (Williamsburg Middle School: Annandale, VA)

Come to this session to learn how one teacher engaged students in analyzing graphical and map-based data to explore environmental justice in the local community. We’ll introduce a variety of data sources that can be used no matter where you live and share learning tasks that use those data sources.

TAKEAWAYS:
Participants will learn how to engage students in analysis of environmental justice issues in their community by exploring a variety of data sources and mapping tools. They will also walk away with data analysis scaffolds to support student engagement with these tools/data sources.

SPEAKERS:
Brianna Balke (Blackstone Academy Charter School: Providence, RI)

Past and present members of the Early Childhood Education Committee will share their journey of how they became elementary science teachers. The discussion includes the importance of science equity from the beginning of a child's education, and how panel members 'grew' science in the classroom.

TAKEAWAYS:
The panel would like to promote and support early education and elementary teachers to teach science as an interdisciplinary discipline. Sharing our "journey" is a way of dispelling the myth that great science teachers haven't had the same struggles as novice teachers.

SPEAKERS:
Jenn Brown-Whale (Maryland State Department of Education (MSDE): Randallstown, MD), Mary Lynn Hess (Goldsboro Elementary Magnet School: Sanford, FL), Annette Venegas (retired: Gig Harbor, WA)

Participants will engage in a team STEM challenge to illustrate the impact of unequal access to resources.

TAKEAWAYS:
Participants will gain tools to guide students to consider how advantage and disadvantage impact STEM challenge outcomes as an allegory for societal inequities, building empathy to fuel socially just thinking and action.

SPEAKERS:
Maya Bhagat (The School District of Philadelphia: Philadelphia, PA), Maggie Osman (The U School - School District of Philadelphia: Philadelphia, PA)

Teachers will explore the role of reflection as a metacognitive strategy and learn how to facilitate high-quality metacognition. They will work in groups to develop a reflection tool they can apply in their classrooms.

TAKEAWAYS:
Through small group discussion and collaboration, participants will identify what cognitive strategies are best suited for their practice and co-create a metacognitive reflection tool. This tool will allow them to leverage those strategies and empower students to be independent learners.

SPEAKERS:
Melissa Kovar (Denver North High School: Denver, CO), Mary Frances Harris (Senior Analyst: Richmond, VA), Julian Martins (Professional Research Assistant / Lead Curriculum Developer: Boulder, CO)

This session highlights cultural dimensions of meaningful science learning. It showcases a powerful instructional technique for formative assessment called “self-documentation”—where students collect information related to a particular theme or topic in their everyday lives.

TAKEAWAYS:
Teachers learn how to promote equity by focusing on learning and teaching as an inherently cultural process. They develop a shared understanding of how cultural formative assessment can reveal the interests, experiences, and identities of students.

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA), Tiffany Neill (OpenSciEd: New York, NY)

Come learn about how the FREE Explore the Salish Sea curriculum supports culturally responsive elementary science teaching through engaging students in using Western and Indigenous knowledge to solve local environmental problems.

TAKEAWAYS:
Participants will learn about culturally responsive elementary science teaching through concrete examples from Explore the Salish Sea, a place- and project-based science curriculum aligned with the NGSS. Lessons are freely available and customizable.

SPEAKERS:
Josie Melton (Western Washington University: Bellingham, WA), Debi Hanuscin (Western Washington University: Bellingham, WA)

This poster will share how science museums and informal spaces can address epistemic injustice by considering the narratives these spaces create about science, and how this can disenfranchise (or engage) groups who are often already marginalized from knowledge production.

TAKEAWAYS:
Attendees will learn about epistemic injustice, or the exclusion and marginalization of groups from knowledge production, and the ways in which we highlight contributions to science. We’ll share examples from a qualitative research project of a science history museum.

SPEAKERS:
Debi Hanuscin (Western Washington University: Bellingham, WA), Ariela Ikezawa (Various: Bellevue, WA)

Using a nation-wide college student dataset, this study examines the gender disparities in academic self-concept for undergraduate students in Science, Technology, Engineering, and Mathematics (STEM) majors and investigates college experiences affecting academic self-concept in this population.

TAKEAWAYS:
Findings show that overall college satisfaction is the strongest positive predictor of academic self-concept for STEM college students, and that institutions and their members should strive to facilitate satisfactory and educationally meaningful college experiences for these students.

SPEAKERS:
Cameron Conn (Assistant Dean, College of Osteopathic Medicine: Memphis, TN)

This scholarship of teaching and learning study parallels Aranda et al. (2021) by having students author two Scientist Spotlights assignments in a community college biology course and assessing the impact of the intervention on the students’ stereotypes of scientists and relatability to science.

TAKEAWAYS:
The main takeaway is to understand if authoring Scientist Spotlight assignments influences student relatability to scientists and/or shifts stereotypes of scientists from negative stereotypes to positive stereotypes, and nonstereotypical descriptions in a community college intro biology course.

SPEAKERS:
Heidi Tarus (Minnesota West Community & Technical College: Worthington, MN)

This session will illustrate how Science and Engineering Practices "Can I… Did I…" reflection questions can help create a common language in science for school communities. These questions were created in collaboration with Boston Public Schools science teachers and Science Department staff.

TAKEAWAYS:
Students use the reflection questions to think and share about how they are acting like scientists in the classroom. Teachers utilize them as tools to help integrate SEP in a developmentally appropriate manner. Families use them to engage in conversations about science/engineering outside of school.

SPEAKERS:
Juanita Shaffer (Pittsfield High School: Pittsfield, MA), Theresa Lee (Boston Public Schools: Boston, MA)

Introduce students to research and the power of “big data!” Learn about an exciting, new, publicly available biomedical database and the All of Us Research Program that makes it possible. Find classroom resources that support using the database in class.

TAKEAWAYS:
The All of Us Research Program is building the largest, most diverse biomedical database of its kind. The program is making de-identified, aggregated data from the database available to the public through a Data Browser and providing resources to help students navigate it.

SPEAKERS:
Molly Malone (The University of Utah: Portland, OR)

Denver science instructional leaders use research evidence to design a curriculum audit tool to support meeting their district's equity goals.

TAKEAWAYS:
Research on equitable instructional practices can be used to design tools to support moving toward system-wide goals for equity in science classrooms.

SPEAKERS:
Elizabeth Johnston (Denver Public Schools: Denver, CO), Keyerria Howard (Middle. School Curriculum Specialist: Denver, CO)

Inspired to bring joy to our students through authentic STEM investigations that are culturally and historically responsive, we collaborated to create a common framework for planning learning experiences.

TAKEAWAYS:
Having a dedicated STEM resource for teachers helps to streamline the curriculum and give teachers ideas for incorporating STEM in ways that are accessible to all students and mindful of a K-5 teacher’s workload.

SPEAKERS:
Elcilia Taveras (K-5 Math Instructional Specialist: White Plains, NY), Meera Rajani (Math Specialist: White Plains, NY), Carmen King (Mercy Center for STEM Education: Bronx, NY), Susannah Waksberg (K-5 Math Instructional Specialist: White Plains, NY)

Curriculum implementation requires a robust professional learning program to support teachers in making the shifts called for in NRC’s Framework. This experience leverages BSCS’s new instructional model, Anchored Inquiry Learning (AIL), and an immersion model of professional learning.

TAKEAWAYS:
Leaders can support teachers with making the instructional shifts called for in the NRC’s Framework through immersive, curriculum-based professional learning programs.

SPEAKERS:
Jenine Cotton-Proby (BSCS Science Learning: Waldorf, MD)

Learn to integrate science and engineering practices into proficiency scales for evaluating student performance in assessments. Explore how classroom educators calibrate student assessments and how to report scores into a gradebook that communicates to all stakeholders.

TAKEAWAYS:
Educators will learn how to integrate the SEPs into proficiency scales that can be used in a standards-based model, including instruction, assessments, and in PLCs through calibration and reporting.

SPEAKERS:
Erin Sinner (Davies High School: Fargo, ND), Alexandra Kollman (Fargo Public Schools: Fargo, ND)

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. 3. Forms of assessment for ALL levels of English Language Learners.