https://padlet.com/doug_paulson25/ejcs8u1gwtgd 1. Highlighting STEM Resources from Federal Agencies A collaboration with federal science mission based agencies identifying their best STEM education resources, providing brief suggestions for to make them 3-D, and disseminating the results via a NSTA built website. Mike Heinz, Science Coordinator, NJ Department of Education 2. Three-Dimensional Item Clusters for State Science Assessments In the case of large-scale assessments, it is unclear what "counts" as assessment of the Science and Engineering Practices and the ssessed in a manner that is compatible with the affordances and constraints of large-scale assessment? Michigan and Washington have developed tools to address this issue. Tamara Smolek, Science Education Research Consultant, MI Dept. of Education Dawn Cope, Science Assessment Lead, WA Department of Public Instruction Kevin King, Senior Assessment Manager; Standards, Assessment, and Accountability Services; WestEd 3. Developing Assessment Items How much information we give to students on a summative assessment in task statements or stimuli for cluster items? Do we tell them explicitly all of the dimensions in the cluster, or do we only tell them one expecting them be able to bring the others to the assessment? Scott Rosskelley, Science Education Specialist, Utah Board of Education 4. Curriculum Matters The Louisiana curriculum review process supports school systems around choosing high quality curriculum in core subject areas. While science curriculum reviews are in early phases, join us to learn about the rubric, the process, and strategies Louisiana uses to encourage and support districts in adopting high quality curriculum. Jill Prather Cowart, Math & Science Supervisor, LA Department of Education 5. K-8 Math & Science Integration Proper integration of mathematics and science can be challenging. At the core of integration is a deep understanding of how within the science content mathematics can be applied. When science instruction can integrate mathematics in this way, students will have a deeper understanding of both the mathematics and the science. This type of real integration requires an understanding of those connections between science and mathematics that most K-8 teachers don’t have. We will discuss concrete examples of how these connections can be made and how we can train teachers to see them. Jenny Hicks, I-STEM K-12 Science Program Manager, Indiana 6. MA Science Ambassador Program Massachusetts statewide Science Ambassador Program supports districts as they transition to implementing the 2016 MA Science Technology/ Engineering Standards. The process for establishing and sustaining the Science Ambassador program and the successes and challenges that MA has encountered on this innovative journey will be shared. Marianne Dunne, Science Specialist, MA Department of Education 7. 5 Tools and Processes from AMNH We have been involved in the implementation of the 5 Tools and Processes from AMNH. We would like to provide an overview of what these tools have provided to the teachers we work with and get feedback from others on what has worked for them. Mary Starr, Executive Director, MI Mathematics & Science Centers Network Maya Garcia, STEM Director, Office of State Superintendent of Education, DC en-us 2017-03-24 20:52:51 UTC 2025-11-19 10:24:58 UTC hello@padlet.com rumagej https://padlet.com/doug_paulson25/ejcs8u1gwtgd/wish/162530916 2017-03-24 22:50:12 UTC https://padlet.com/doug_paulson25/ejcs8u1gwtgd/wish/162530916 rumagej https://padlet.com/doug_paulson25/ejcs8u1gwtgd/wish/162530967 https://padlet.com/rumagej/cs3_equity]]> 2017-03-24 22:51:34 UTC https://padlet.com/doug_paulson25/ejcs8u1gwtgd/wish/162530967