Agenda – please note that slight changes may be required at specific locations

9:00-10:00 Large group

      Introduction to the new standards

In this session, the following questions will be addressed through presentation and short activities:

• Why did they change?
• What was the process of change?
• How are they different?
• What are the outcome goals of the new standards?
• How will the new standards impact instruction?

10-minute break and break into two groups (elementary and secondary)

10:15-12:00 Small groups based on grade levels

      Working with new standards

In this session, the following questions will be addressed, mostly through individual and group activities.  Activities will use the research-based Content Enhancement Routines.  Activities will require participants to think about the new science standards in terms of how concepts are built across grade bands and within a grade.

• How are the new standards arranged?
• How can I organize the benchmarks in a way that allows me to organize instruction?
• How do I see how core concepts progress throughout the grades and how what I teach fits into what students have already learned and what student will be learning in the coming years?
• How do I organize my understanding in a way that allows me to instruct effectively?

Lunch

1:00-1:45 Large group

      Scientific proficiency – building upon an existing foundation

In this session, the following questions will be addressed through presentation, discussion, and demonstration.

• What knowledge and skills lead to proficiency in science?
• How can educators create an environment that develops students with science proficiency?

10-minute break and break into two groups (elementary and secondary)

2:00-3:15 Small groups

      Evidence-based practices that build concept mastery and scientific proficiency

In this session, a local teacher will engage participants in lessons, activities, and discussions that begin to answer the following questions.

• What does instruction that builds scientific proficiency look and feel like?
• How do educators build student conceptual knowledge and skills that enable students to successfully complete tasks that require higher levels of cognitive complexity?
• What strategies can teachers use to differentiate instruction in math and science that allow the knowledge and skills of all students to grow?

During this time, we would like to open the discussion to any questions the participants might still have.

• What questions do you have that we may be able to help you answer?
• What resources exist or are needed to help districts in implementation of the new science standards?