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)

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 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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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.

SPEAKERS:
Darren Wells (Mather Elementary School: Dorchester, MA), Karen Ziminski (EMK Academy for Health Careers: Boston, MA)

In today's tech-driven world, with abundant information and limited planning time, achieving both content-rich and inclusive lessons can lead to "analysis paralysis." Break free from overwhelm with our practical tool for evaluating resources. Join us!

TAKEAWAYS:
By the end of this lesson, educators will be able to apply effective strategies to critically evaluate a range of resources, thus enhancing the overall sense of inclusivity and belonging within their classroom communities.

SPEAKERS:
Jailyn Jenkins (Manager of Resident Development, Innovation, Coaching: Denver, CO)

In my AP Physics 1 class I have a student who can’t rearrange simple equations alongside a student who got a 5 on AP Calc BC. I have the star of Honors English Lit and a new international student who doesn’t yet understand simple directions in English. How can I reach and challenge every student?

TAKEAWAYS:
Learn how to cater for every student in your classroom using my three guiding rules: facilitate self-paced learning, emphasize mastery, and playing to students’ strengths. This will ensure all students get a solid conceptual foundation and have the support that they need to reach their full potential.

SPEAKERS:
Abigail Vega (Physics & Chemistry Teacher: San mateo, CA)

How do we cultivate students’ voice & agency through civic action? Through a partnership between UC Irvine and Anaheim Union High SD, we co-designed equity/justice-centered, NGSS-aligned units and created a civic engagement matrix. We'll share how to use this tool to support students' civic action.

TAKEAWAYS:
Participants will learn a civic action matrix that can be used to guide students' projects and empower students to become agents of change in their communities.

SPEAKERS:
Daniel Lieu (Magnolia High School: Anaheim, CA), Jessica Yett (AUHSD: Anaheim, CA), Hosun Kang (University of California, Irvine: Irvine, CA)

The DebriefScape project aims to improve science and math instruction for students with disabilities. To achieve this, our freely available resources are: a Coaching Model, a digital Observation tool, and a collection of hundreds of professional development opportunities for coaches and teachers.

TAKEAWAYS:
Attendees will learn how to access the freely available DebriefScape tools and resources, and see examples of their application thus far. The presenters will share lessons learned through their research and gather input to improve the tools and resources in the future.

SPEAKERS:
Lisa Dieker (University of Kansas: Lawrence, KS), Rachel Hallett-Njuguna (Florida State University: SANFORD, FL)

Learn to use Explicit Instruction (EI) to teach Python programming as part of a science course or a standalone course. EI can help reach ESL, lower socio-economic backgrounds, and special education students. It can also keep ALL students engaged in the lessons as it involves hands-on practice.

TAKEAWAYS:
Develop an Explicit Instruction (EI) lesson for Python ‘if statements’ and have the knowledge to develop a full EI curriculum in Python programming to reach all students, including underserved students.

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

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

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

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

To deepen our connections with our students, community, and place, educators must be committed to social justice and culturally sustaining pedagogies. In this session, educators will have an opportunity to cultivate new perspectives and skills to provide a meaningful science education.

TAKEAWAYS:
One main takeaway is that educators will understand that Next Generation Science Standards (NGSS) and that teaching science can be aligned to indigenous knowledge systems, different languages, community assets, and indigenous/cultural values.

SPEAKERS:
Phillippe Fernandez-Brennan (Halau Ku Mana Public Charter School (Hawai'i Department of Education): Honolulu, HI)

This presentation is aimed at providing an overview of the six tenets within the Cultural Wealth Model, each including activities and strategies that can be implemented within the classroom to promote social justice, equity, and cultural relevance.

TAKEAWAYS:
This presentation will provide teachers with resources to begin constructing culturally relevant lessons with ease, while building community in the classroom and resisting oppressive structures within education.

SPEAKERS:
Maizie Dyess (Graduate Assistant: Las Vegas, NV)

Educators and researchers from the inquiryHub partnership between DPS and CU Boulder share their experiences as they co-designed (and co-redesigned) the iHub Chemistry 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)

Denver Public Schools science instructional specialists share how they co-designed professional learning opportunities for K-12 Science educators to engage students with pedagogical practices described in the books Ambitious Science Teaching and Science in the City.

TAKEAWAYS:
Ongoing professional learning designed to support targeted science reform ideas related to more equitable classroom science experiences promote shifts in educator practice.

SPEAKERS:
Eva Bridgeforth (Denver Public Schools: Denver, CO), Melissa Braaten (Associate Professor: Denver, CO), Keyerria Howard (Middle. School Curriculum Specialist: Denver, CO)

Incorporate the three dimensions of the NGSS to guide your students through project-based learning opportunities (PBL) addressing local/regional issues and topics. Strategies for designing PBLs to engage students, integrate phenomena and content, and solve real-world problems will be shared.

TAKEAWAYS:
PBLs provide all students opportunities to utilize the three dimensions of NGSS to enhance their learning and apply that knowledge to address and propose solutions to issues of concern.

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

Storylines led by phenomena improve student engagement and understanding of overarching biological concepts. We will model using phenomena to anchor and lead instruction.

TAKEAWAYS:
Storylines provide an equitable, culturally-responsive learning experience that support long-lasting learning for all students.

SPEAKERS:
Michele Koehler (Riverside Brookfield District 208: Willowbrook, IL), Shane Cullian (Badger High School: Delavan, WI), Kathlyn Van Hoeck (St Xavier University: Marion, IA), Charlie Pozen (Gateway High School, Aurora CO: Denver, CO)

Curriculum implementation provides an opportunity to uncover and confront persistent inequities in educational systems. Engage with us in an equity simulation to consider how policies and practices related to science curriculum implementation can either support or hinder equity goals.

TAKEAWAYS:
Barriers to equity are not in learners, but rather in environments. When seeking to reach “all”, historical and current policies and practices need to be examined. Educational policies and practices that are seemingly neutral can contribute to persistent inequities for marginalized student groups.

SPEAKERS:
Susan Gomez Zwiep (BSCS Science Learning: Long Beach, CA), Janna Mahfoud (BSCS Science Learning: Laveen, AZ)

Join us to explore how our science Teacher Leader Institutes empower educators to excel in subject matter knowledge, pedagogical skills, and leadership acumen. Discover the transformative impact of this initiative on educational capacity and professional growth.

TAKEAWAYS:
During the session, participants will discover how the Teacher Leader Institute was created using freely available resources and how it has been improved over time as new groups join and more professional development opportunities are introduced.

SPEAKERS:
Andy Weatherhead (National Science Education Leadership Association (NSELA): Downingtown, PA), Kammas Kersch (Chester County Intermediate Unit: Downingtown, PA)

TNTP’s equity-based STEM Good to Great model is a learning-by-doing experience that couples a culturally responsive framework with job-embedded development to make STEM thinking an integral part of the classroom. Hear from TNTP and our partner school on the program's impact on teaching and learning.

TAKEAWAYS:
Participants will learn how to lay the foundation for a sustainable and meaningful STEM culture through an equity-driven professional development and robust coaching model that honors four key resources crucial to improving student outcomes across K-12 classrooms.

SPEAKERS:
Amanda McCue (Senior Manager STEM: Eustace, TX), Camryn Lochner (Teacher: No City, No State), Nithya Vasudevan (TNTP: Oakland, CA)

Discover a 360-degree VR intervention implemented in inclusive biology classrooms, showcasing significant score differences between students with and without disabilities. Gain insights into data analysis, limitations, practice implications, and future research plans.

TAKEAWAYS:
Attendees will leave with the six free resources used in the study and expectations to support their use in the classroom.

SPEAKERS:
Shalece Kohnke (Auburn University: Auburn, AL)

"Every Rock Has A Story" is a free online YouTube series created by Prof. Ethan Baxter of Boston College. The stories of rocks—shared by diverse co-hosts—inspire children about the exciting and interconnected science of the Earth and Environment, and help kids see themselves as scientists.

TAKEAWAYS:
Learn how to use "Every Rock Has A Story" in your classroom or informal learning space to inspire wonder, curiosity, relevance, and excitement in ESS learning. See how the diverse co-hosts help to enhance diversity, equity, inclusion, and belonging in the geosciences for your students.

SPEAKERS:
Ethan Baxter (Boston College: Chestnut Hill, MA)

The Environmental Empowerment Project is a grant-funded curriculum project. Each of the NGSS-aligned units in grades K-8 center locally relevant environmental issues and empower students to act on them. This presentation will describe how the units were developed and how to access them.

TAKEAWAYS:
Student and community voice in curriculum are essential to maintaining and motivating student engagement.

SPEAKERS:
Eric CROMWELL (Baltimore County Public Schools Office of Science: Towson, MD)

Participate in activities using news to connect with students. Attendees engage with digital materials that promote environment awareness and civic knowledge preparing students to be engaged citizens. These free materials focus on media literacy, primary source analysis, and civic awareness.

TAKEAWAYS:
Leave with new digital tools and strategies to build student’s confidence and skills. Empower students to be involved citizens if they are passionate about a topic and know who can help them affect change.

SPEAKERS:
Victoria Pasquantonio (PBS NewsHour: Alexandria, VA), Elizabeth Osborn (Indiana University Bloomington: Bloomington, IN)

The idea of teaching 3D science can be intimidating to an elementary classroom teacher. But a well-designed and thoughtful curriculum process can ensure that elementary teachers learn to love science as much as their students. Attendees will discover tools to improve science learning in schools.

TAKEAWAYS:
Attendees will learn new tools for the selection and implementation of new curriculum. This includes designing professional learning and walkthrough documents that support teachers' continued learning and collaboration.

SPEAKERS:
Michelle Jackson (Director of Learning: Northbrook, IL), Kris Raitzer (Assistant Superintendent: Northbrook, IL)

Reflections of a book study of Leadership for Increasingly Diverse Schools. Presentation is about how the book study is focused on race, poverty, disabilities, LGBTQ, gender, multilingual learners, religion, family, and community advocacy.

TAKEAWAYS:
Participants will be given an equity audit tool to use in their district to see where there may be areas of inequities to focus on. Users of the tool can create action steps to increase a more diverse school community. Attendees will be given resources and strategies to help support them.

SPEAKERS:
Tonyea Mead (Science Education Associate: Lewes, DE)

Members of NSTA’s Urban Advisory Panel share ideas about leveraging community partnerships to obtain resources, curriculum, and learning activities.

TAKEAWAYS:
Simple, easy, and inexpensive methods for urban teachers to create an NGSS-aligned science curriculum or lesson, even in a district without extra resources or outdoor space. We can help you partner with local museums, universities, historical societies, and other community sources.

SPEAKERS:
Wendy Jackson (The Lawrence Hall of Science: Skokie, IL), Latanya Brandon (SUNY New Paltz: New Paltz, NY), Adrine Williams (Jackson State University: Jackson, MS), Rebecca Kurson (Collegiate School: New York, NY), Selene Verhofstad (Albert Einstein Distinguished Educator Fellowship: Pasadena, TX), Brad Rhew (Guilford County Schools: High Point, NC)

Preparing and supporting teacher candidates with coherent and engaging learning experiences requires the collaborative efforts of different sectors of the education system. We will discuss the strategies and resources developed and implemented to ensure K-5 science teachers are classroom-ready.

TAKEAWAYS:
Gain concrete strategies and resources to consider a similar collaborative process within your regional and local context.

SPEAKERS:
Tana Luther (Louisiana Dept. of Education: Baton Rouge, LA), Susan Gomez Zwiep (BSCS Science Learning: Long Beach, CA), Nancy Hopkins-Evans (BSCS Science Learning: Wayne, PA)

This session provides K-12 Colorado educators information about the Science Standards Review and Revision process beginning in the Spring of 2025 and concluding in June 2026. In addition to the background on the five stages of the process, educators will learn how they can apply to participate.

TAKEAWAYS:
By the end of this session, participants will describe the five main stages of the Standards Review and Revision process and identify opportunities for educators to participate in the process.

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

This session will provide science teachers with resources on how to integrate AI tools into their curriculum for personalized and differentiated instruction, including assessing students' progress and adapting lessons to meet diverse learning needs.

TAKEAWAYS:
Participants will learn to use AI for personalized instruction, assess student progress, and efficiently adapt lessons for diverse learning needs.

SPEAKERS:
Tamu Crisden (Master Teacher: Virginia Beach, VA), Demetrice Smith-Mutegi (Old Dominion University: Suffolk, VA)

STEP UP is a national community that designs lessons to inspire women to pursue physics in college. Learn about our Careers in Physics lesson, including tools you can use to match students’ interests with physics-related careers and increase enrollment in the physics classes your school offers.

TAKEAWAYS:
Participants will learn about and practice using STEP UP’s Careers in Physics online career matching tool and options for using it in their classroom. Participants will also learn ways to increase interest and enrollment in high school physics programs.

SPEAKERS:
Kori Bowns-Kamphuis (Lindblom Math and Science Academy: Chicago, IL)

Combating the loud noises of systemic oppression often faced by students of color in the Alabama Black Belt entails creating space for them to rely on their cultures, their lived experiences, and their talents to address environmental problems that disproportionately affect their communities.

TAKEAWAYS:
Attendees will learn how to make the concept of sustainability culturally relevant to their historically marginalized student groups living in impoverished areas.

SPEAKERS:
Eshwaa Godfrey (Selma High School: Montgomery, AL), Venecia Eaton (Selma High School: Selma, AL), Mashika Tempero (Selma High School: Selma, AL)

Horses allow infinite applied learning experiences in equine education but owning them is challenging. Learn about the challenges schools are facing and strategies to overcome those challenges.

TAKEAWAYS:
Financial, liability, and curricular obstacles prevent schools from using horses for applied learning in modern agricultural education at community colleges. Strategic partnerships and robust procedures can help institutions justify owning horses.

SPEAKERS:
Timothy Slater (University of Wyoming: Laramie, WY), Lindsey Freeman (Director Agriculture & Equine: Cheyenne, WY)

We will discuss the strategies we have developed with elementary teachers in high-need urban districts for the use of gardens in outdoor classrooms and present the lessons that have been used in two high-need school districts with under-served student populations and English language learners.

TAKEAWAYS:
Teachers who attend will learn strategies to engage their students with the DCIs of the Life and Earth Sciences with easily grown gardens at their schools.

SPEAKERS:
Sara Feit (Boston University: Boston, MA), Peter Garik (Boston University: Boston, MA)

Participants will learn about the K-12 Shell Science Lab Regional Challenge teacher competition, and the two Shell USA, Inc. sponsored teacher awards. Participants will learn how to nominate and apply for the programs that are sponsored by Shell USA, Inc.

TAKEAWAYS:
Participants will learn how to nominate and apply for the programs that are sponsored by Shell USA, Inc. Participants will be able to collaborate with previous winners and judges on key elements to include in a strong application.

SPEAKERS:
Amanda Upton (NSTA: Fresno, TX)

To engage and retain more students in STEM courses and to improve diversity in STEM among underrepresented groups, The Governor’s School for Science and Technology has developed a mentorship program available to all students. The program was implemented by establishing community partnerships.

TAKEAWAYS:
The presenters will share how The Governor’s School establishes community partnerships, develops the research course curriculum, provides faculty advisors, and showcases the students’ research.

SPEAKERS:
Laura Vobrak (Research Instructor/Mentorship Coordinator: Hampton, VA)

Since COVID-19 hit, students seem to have lost the valuable social skills of empathy and effective communication needed for success in college. This session broadly outlines student incivility and provides action-oriented strategies to build more effective and equitable learning environments.

TAKEAWAYS:
Strategies exist to meet students where they are in a post-pandemic world, to help students develop the soft skills required for academic success. Strategize how to get students out of a competitive and isolated "survival mode" and help them join a learning community in academia.

SPEAKERS:
Timothy Slater (University of Wyoming: Laramie, WY), Michelle Mason (Graduate Researcher: Laramie, WY)

In response to calls for integrated STEM education that builds all students’ agency and sense of belonging, teachers and leaders are being encouraged more and more to consider how to equitably implement integrated STEM education for all—both in the science classroom and beyond.

TAKEAWAYS:
Through active discussion and dissection of classroom examples, attendees will learn about research-based best practices in STEM education, knowledge of the equity-based conceptual framework, and practical teaching ideas to empower their students with meaningful STEM learning experiences.

SPEAKERS:
Kristin Cook (Bellarmine University: Louisville, KY), Christa Jackson (Saint Louis University: Saint Louis, MO), Thomas Roberts (Bowling Green State University: Bowling Green, OH)

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

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

SPEAKERS:
Bradi McDonald (Natural Inquirer), Nissa McKinney (FIND Outdoors/Forest Service Cooperator: Athens, GA)

The Everyday Actions Guide includes a self-reflection for teachers and suggestions for actions in and out of the classroom to foster a strong physics class community. Come learn about strategies to help all students, especially those historically left out of physics, see themselves as “physics people.”

TAKEAWAYS:
The STEP UP Curriculum includes two NGSS-aligned lessons proven to encourage women and other marginalized groups to consider pursuing physics. The Everyday Actions Guide is filled with suggestions for encouraging all students to pursue physics and improve their physics identity throughout the year.

SPEAKERS:
Bree Barnett Dreyfuss (Physics teacher, Science Department Chair; STEP UP Ambassador Program Coordinator: Pleasanton, CA)

Pacific Alliance Against COVID-19 curricula provided teachers with historical contexts and student inquiry lessons to mitigate COVID-19. Major findings: teachers seek roles as public health educators and PD to address mental health, disinformation, and reduce impacts on vulnerable NH-PI populations.

TAKEAWAYS:
Teacher leaders can provide timely, trusted information during times of uncertainty. Professional development providing current COVID-19 information, istudent-centered inquiry lessons, and access to networks of community partners supported teacher leadership and agency as public health educators.

SPEAKERS:
Pauline Chinn (University of Hawaii at Manoa: Honolulu, HI)

This session will emphasize the power of connecting with nature through the sharing of instructional modules. These modules have been thoughtfully designed to foster relationships between herbaria and high school students with the primary objective of underscoring the significance of plants.

TAKEAWAYS:
Participants in this session will gain a deep appreciation for nature's wonders and the vital role plants play in our ecosystem. By exploring our free instructional modules, they will discover innovative ways to connect high school students with the natural world.

SPEAKERS:
Kelly Moore (Tennessee Tech: Cookeville, TN)

Do you want your students to see themselves as scientists? Learn about an innovative approach to promoting equity in your classroom by having students research scientists and researchers in your field to discover unsung heroes in science!

TAKEAWAYS:
Teachers will learn how one science teacher modified a national project and competition to reach students in her marine science classes and help build a set of women and people of color who have contributed to our understanding of the world around us.

SPEAKERS:
Tami Lunsford (Newark Charter School: Newark, DE)

Curious as to what DEI is and how to include it in the classroom? Want to help your students feel supported and included? DEI in the science classroom is about using scientifically accurate and inclusive language to support all of our students in the classroom and in life.

TAKEAWAYS:
Using inclusive and scientifically accurate language will help support all students in the classroom to not only learn but to learn in a safe and supportive environment.

SPEAKERS:
Joanne McGuire (27J: Brighton, CO)

This session is for all educators hoping to get their foot in the door for incorporating equity into the classroom through a scientific lens. This a chance to engage in discourse with other educators around overcoming barriers and preparing a ready-to-implement lesson for when they return home!

TAKEAWAYS:
Educators will learn how to engage with and educate around the historic weaponization of science. They will be able to build a lesson around this topic and create a dialogue geared toward middle school aged scholars.

SPEAKERS:
Andi Twiss (New Millennium Academy: Minneapolis, MN)

Join our interactive roundtable of preservice, beginning, and veteran science teachers to discuss their experiences with planning and implementing interdisciplinary, advocacy-focused science lessons. We will be sharing tips, resources, and exemplar lesson plans. Hear their stories and ask questions!

TAKEAWAYS:
Science teachers attending this session will gain research-based instructional practices that will enable them to cultivate an advocacy-focused, equitable, and inclusive learning environment for their students by integrating social justice science issues into their science curriculum.

SPEAKERS:
Flavio Mendez (NSTA: Owings Mills, MD), Morgan Glann (Central Michigan University: Sanford, MI), Jaclyn Murray (Mercer University: Cumming, GA), Lauren Rupe (Central Michigan University: Mt. Pleasant, MI), Jim McDonald (Central Michigan University: Mount Pleasant, MI), Andrea Henrie (Vanderbilt University: Franklin, TN), Charlotte Graham (Vanderbilt University: Tampa, FL), Helena Spigner (Pre-Service Teacher: Buffalo, MO), Emma Patrus (Central Michigan University: Chesterfield, MI), Cesar Palacios (Undergraduate Student: Nashville, TN), Jenna Cahn (Preservice Educator: Columbus, OH), Emma Bishop (Pre-service Teacher: Mason, OH), Eli Vincent (Central Michigan University: Evart, MI), Erika Reeves (Bodies STEM Early College Experience Teacher: Columbus, OH), SOPHIA JEONG (The Ohio State University: Columbus, OH)

We integrated WIDA ELD science standards into our 9th-grade biology curriculum using an APA-style lab report framework, making it adaptable for teachers. ChatGPT accelerated alignment work with iterative prompts. Our process and products will be presented for consideration.

TAKEAWAYS:
Each section of the APA lab report (Introduction, Materials and Methods, Results, and Discussion) features unique language functions and features described in the WIDA ELD standards. By focusing on one section per quarter, we can cover all standards through a predictable and transferable structure.

SPEAKERS:
Velvet Karg (Round Lake High School: Round Lake Beach, IL), Bryan Rolfsen (Round Lake High School: Round Lake, IL)

Competency-based education at Mount Vernon revolutionized science learning through personalized, mastery-driven paths. Hear how CBE engaged and empowered students.

TAKEAWAYS:
Teachers will leave inspired to reimagine science instruction through competency-based models that empower student-driven mastery.

SPEAKERS:
Lisa Lariscy (The Mount Vernon School: Roswell, GA)

Explore how science notebooks can empower Multilingual Learners and high-needs students, offering differentiation and creativity in science education.

TAKEAWAYS:
You will take with you the ideas behind embracing flexible science notebooks to foster creativity and promoting inclusivity in science education K-12.

SPEAKERS:
Elizabeth Warren (Framingham Public Schools: Milford, MA)

The Story Behind the Story engaged college students of diverse identities with an often-untold history of mineral exploration/exploitation, and connected them with professional societies to help broaden participation. Join us to explore what worked—and what challenges remain.

TAKEAWAYS:
In an interactive session, participants discuss the effectiveness of the history of science/geoheritage to broaden participation—and explore avenues of how college science instructors can facilitate diversity in the sciences.

SPEAKERS:
Renee Clary (Mississippi State University: Mississippi State, MS)

This session will provide K-12 Colorado science teachers support with aligning classroom instruction to the Colorado Academic Standards for Science by unpacking the components of the standards and providing free, evidence-based instructional resources.

TAKEAWAYS:
By the end of this session, participants will recognize the three dimensions of the Evidence Outcome Statements outlined in the Colorado Academic Standards for Science and leave with evidence-based instructional resources to support them in aligning their science instruction with the standards.

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

Important differences exist in attitudes toward writing lab reports for undergraduate life science majors who identify as female and male. We use survey data to determine how to help students improve upon the lab report. Action-oriented science writing strategies will be provided to help students.

TAKEAWAYS:
For those interested in gender differences, equity, and post-secondary science writing, this session provides an overview of perceptions and attitudes of writing lab reports for life science majors identifying as female and those identifying as male.

SPEAKERS:
Timothy Slater (University of Wyoming: Laramie, WY), Kristy Palmer (Ph.D. Candidate: Laramie, WY)

Join us to learn about a university-led program that sought to bridge the gap between high school and college-level biology. We will share the concepts where our students struggle–at both the high school and first-year college level–and explore best practices to support their learning.

TAKEAWAYS:
Attendees will learn how to build partnerships between universities and high schools to support the final tier of vertical articulation for our students. We will also share the content and study skill gaps that persist from high school through college, and specific strategies to address them.

SPEAKERS:
Kyle Houser (Coordinator, STEM Student Success: No City, No State), Cathlene Leary-Elderkin (National Board of Medical Examiners: Philadelphia, PA), Drue Stapleton (Associate Professor: lawrenceville, NJ)

Education research reveals that advanced undergraduate and graduate students often feel a lack of agency when working under faculty advisors. More effective mentoring practices can demonstrate positive effects on student success. Best practices and expectation management principles are provided.

TAKEAWAYS:
Data gathered from current graduate students and experienced advisors is presented. The strengths and weaknesses of graduate education are highlighted and recommendations for improvement are provided. Participants will be better equipped to build more productive relationships with diverse students.

SPEAKERS:
Timothy Slater (University of Wyoming: Laramie, WY), Michelle Mason (Graduate Researcher: Laramie, WY)

How can we ignite scientific learning in our elementary students? Leveraging school campuses as inspiration, we will describe integrated science lessons that harmoniously blend 3D Learning and the 5E Learning Cycle, and foster deeper scientific investigations of local outdoor learning environments.

TAKEAWAYS:
Attendees will learn how to use their school campus as an outdoor learning environment to examine natural phenomena and create meaningful and safe 3D/5E elementary science lessons aligned to standards.

SPEAKERS:
Colleen Saxen (: Dayton, OH), Michelle Fleming (Wright State University: Dayton, OH)

Participants will gain tools for reducing marginalization in the physics classroom. This session begins with STEP UP’s Women in Physics curriculum and ends with resources and strategies for having difficult but necessary conversations about equity and inclusion.

TAKEAWAYS:
Participants will gain resources and strategies for having DEI–related conversations in the classroom.

SPEAKERS:
Praisy Poluan (STEM Teacher & Education Researcher: Long Beach, CA)

A periodic table battle ship game that I created with Google Sheets allows students to play a game that enables students to use the periodic table as a playing field. Students communicate with each other, building their understanding, fluency, sportsmanship, and positive classroom community.

TAKEAWAYS:
Attendees will learn the benefits of the game and be able to participate in game play with another attendee. https://docs.google.com/spreadsheets/d/1RhRi_x4IAZwGNfor-JkiU-B5kisb1Wqm7OXtTQTsoRQ/edit?usp=sharing

SPEAKERS:
Peter Kelly (Brandywine Springs School: Wilmington, DE)

Join the classroom culture conversation in this session as we discuss strategies for promoting inclusivity in the science classroom through adaptability, community building circles, responsiveness, and collaboration.

TAKEAWAYS:
Explore welcoming routines, as well as content and non-content prompts used in community building circles that foster a positive and safe environment. Sample newsletters will be available to share ideas for collaboration among the learning community that support inclusive science education.

SPEAKERS:
Dr. Yajaira Fuentes-Tauber (Rocky Mountain High School: Fort Collins, CO)

Teams of youth living next to Uganda’s Bwindi Impenetrable National Park, home of mountain gorillas, are becoming solutionaries with their STEAM conservation projects that help the forest, the gorillas and other wildlife, and people. This program is with Dr. Gladys Kalema-Zikusoka, NatGeo Explorer.

TAKEAWAYS:
Participants will understand that these solutions-based STEAM conservation projects are designed by youth to create systemic and beneficial change for people, the environment, and non-human animals. The projects are empowering many marginalized youth with knowledge, life skills, and confidence.

SPEAKERS:
Laura Arndt (Global GreenSTEM: Franktown, CO)

My first years of teaching Physics at Title 1 schools in Memphis were challenging. Many of my students were very behind, especially in math. However, I developed 3 strategies to make learning physics engaging and accessible.

TAKEAWAYS:
Teachers will come away from this session with a list of labs and strategies that they can immediately implement in their classrooms to make physics more accessible and engaging, especially for their lower-level learners.

SPEAKERS:
Jack Replinger (FormerTeacher / Founder: Bainbridge Island, WA)

The presentation will review the findings and implications of a qualitative dissertation research study of elementary teachers who developed and implemented a standards-based science curriculum and how that experience plays out in teachers' classrooms.

TAKEAWAYS:
How does building and district leadership help or hinder the science curriculum implementation process?

SPEAKERS:
David Jacob (Putnam/Northern Westchester BOCES: Yorktown Hghts, NY)

In 2020, New Jersey adopted the New Jersey Student Learning Standards for Climate Change Education, interdisciplinary standards that were the first of their kind in our nation. Join us to learn more about their implementation and current expansion efforts.

TAKEAWAYS:
Attendees at this workshop will gain insight into the development and implementation of the New Jersey Student Learning Standards for Climate Change Education. We’ll share high leverage resources and programs that may be used to support similar efforts across the country.

SPEAKERS:
Ross Gary (New Jersey Department of Education: Bordentown, NJ), Sarah Sterling-Laldee (New Jersey Department of Education: Belleville, NJ)

Instructional coaching is a way to build reflective practices in teachers to drive instructional change. The relational nature of coaching techniques allows the coach to provide specific, context-based suggestions that could be used to address inequitable structures in classrooms.

TAKEAWAYS:
Individuals who work with teachers can make specific and intentional moves to help science teachers reflect on and challenge structures of power, narratives, and values of science, and what science participation looks like from within specific classroom structures.

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

Viruses such as COVID and HIV that infect multiple species evolve by interacting with all members of their infectious ecosystem. The term "zoonosis" appears in virtually no state standards, but it describes most infectious diseases that challenge medicine and global public health.

TAKEAWAYS:
Evolution, ecology, and human activity, including social and economic factors, drive the emergence and spread of new diseases. Controlling pandemics requires scientific literacy to enable citizens and public officials to make wise decisions in personal behavior and public policy.

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

We developed a near-peer mentoring program to empower math and science teacher candidates to connect with early career teachers. We will share our research findings in this session, and engage participants in a shared discussion of approaches to support teacher self-efficacy.

TAKEAWAYS:
Attendees will learn about the design of our near-peer mentoring program and have access to tools to facilitate the process. Discussion will help attendees develop near-peer mentoring in their induction or teacher education program, and how to expand and support their pool of near-peers.

SPEAKERS:
Dan Moore (Assistant professor of secondary education: Aurora, CO), Janelle Johnson (Metropolitan State University of Denver: Lakewood, CO)

Join Girls Who Code to learn how to build inclusive programs– equipping students with the confidence and skills they need to make a positive impact on their community and career. You’ll walk away with tangible tips and tools for how to incorporate coding, community-building activities, and more.

TAKEAWAYS:
Attendees will learn how to implement coding activities that encourage positive social-emotional development and engage learners from historically underrepresented groups in tech. Attendees will leave the session with best practices and guidance for building inclusive coding programs in their communities.

SPEAKERS:
Michaela Burger (Girls Who Code: New York, NY)

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:
Barbara Rebeor (Harns Marsh Middle School: Ft Myers, FL)

DEI session focuses on ACES (Adverse Childhood Experiences) & how they affect children’s education. Participants will gain a foundational understanding of how ACES affect behavior & learning, how educators can promote a safe classroom environment, & rehearse coping strategies for use in the classroom.

TAKEAWAYS:
ACEs contribute to toxic stress that changes the brains of the affected. This interrupts quality health, behavior, and of most importance, learning. In order to maximize student achievement, educators must learn to recognize the effects of ACEs and how to foster resilience.

SPEAKERS:
Rachel Eades (Midland Trail High School: Ansted, WV)

Calling all diverse and experienced K-12 educators that impact students and their community. Learn how to win up to $10K with Shell-sponsored teacher awards.

TAKEAWAYS:
Collaborate with past winners and judges to learn how to start your winning application for the Shell Teaching Awards. We'll walk through the application step-by-step, and you'll be able to begin your application or nomination form live. These awards are applicable to K-12 science educators.

SPEAKERS:
Amanda Upton (NSTA: Fresno, TX)

This workshop provides background information on place-conscious design and the two-eyed seeing framework. The culturally diverse knowledge of Native American communities and their desire to improve environmental conditions help facilitate three-dimensional teaching and learning with a diverse lens.

TAKEAWAYS:
Participants will gain insight into place-conscious design and two-eyed seeing frameworks and their application within Native American communities.

SPEAKERS:
Elaine Westbrook (Montana State University Billings: Billings, MT)

This session will provide an overview of the National Girls Collaborative Project, a robust network of educators and other professionals, our high-quality, research-based resources and professional development focused on engaging and inspiring girls in STEM, and how to connect with our network.

TAKEAWAYS:
Participants will learn about the National Girls Collaborative Project, our research-based resources, and professional development opportunities focused on building educators’ capacity to engage and inspire girls in STEM, and how to connect and collaborate with our robust network.

SPEAKERS:
Karen Peterson (National Girls Collaborative Project: Snohomish, WA), Brenda Britsch (National Girls Collaborative: Seattle, WA)

Meet a group of science teachers using their power as master practitioners to advance science education through community engagement & strategic partnerships with government & business that raise money to promote science awareness, develop STEM programs for urban youth & train teachers.

TAKEAWAYS:
Teachers will learn how to harness their unrealized power as experts in classroom science to grow beyond the classroom and become leaders, advocates, and ambassadors of science education at the local, state, and national levels.

SPEAKERS:
Yishan Lee (PS/MS 219: Bayside, NY), Dianna Gobler (Westhampton Beach High School: Westhampton Beach, NY), Lawrence Perretto (STEM Leadership Center: Stamford, CT)

Open Educational Resources (OERs) significantly enhance educational equity. Yet, what do the students themselves think about OERs? In this presentation, we analyze and discuss data from student feedback/surveys regarding their experiences with OERs to make improvements where necessary.

TAKEAWAYS:
In summary, the data show that students are mostly grateful for the opportunity to not have to pay for any additional classroom materials after tuition. OER quality varies, and any shortcomings do not go unnoticed by students. However, the zero-cost aspect outweighs any downsides of specific OERs.

SPEAKERS:
Cyrus Sadeghian (Prince George's Community College: Largo, MD)

Education research emphasizes the importance of representation; however, this session takes a broader perspective. Join us as we share insights from PEBC’s inaugural BEST Conference, an effort to expand beyond young learners and explore belonging that centers educators and professionals.

TAKEAWAYS:
By the end of the session, participants will have a greater understanding of the purpose behind PEBC's BEST Conference, and pragmatic strategies to employ with the BIPOC educators and professionals that they support.

SPEAKERS:
Jailyn Jenkins (Manager of Resident Development, Innovation, Coaching: Denver, CO)

Most people have many misconceptions about ethnicity, race, genetics. This session focuses on the genetic similarities of humans, genotypic variation within Africa, the founder effect, and the subsequent reduction in genotypic variation outside of Africa; including lesson ideas for the HS Classroom.

TAKEAWAYS:
Abuse of public trust in science and the application of pseudoscientific methods by trusted figures has created the modern illusion that race has a scientific definition. HS biology students can apply understanding of genetics along with the nature of science to engage in argument based on evidence.

SPEAKERS:
Maria Powell (Henry M. Gunn High School: Palo Alto, CA)