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OSL Bulletin Board: Add to the list!

Upcoming Events

PMSP Professional development page

Science Adoption Resources: (Open to all!)

Interest Form: Open Source Curriculum (Patterns, OpenSciEd) Independent Adoption Work Group: Led by Lane and Clackamas ESDs
Cross-ESD Adoption Website
ODE Webinar Series (Dec 12, Jan. 17)

Dec. 12 “Fostering the Vision of an Equitable 3D Science Teaching and Learning”
Jan. 17 “Enhancing Opportunities for K-5 Science Instruction”

OR HS Science Sequences (add your information!)
Willamette ESD Science Curriculum Fair Registration Link

January 30th (9:00am - 5:00pm)
January 31 (1:00pm - 7:00pm)
February 1st (10:00am - 3:00pm)

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OSL’s 3-Part Meeting Series on

Equitable Science Pathways

November 14: Identifying barriers in your HS science pathways
December 12: Creating a vision for a K-12 equitable science pathway
January 9: Taking action (models, use of data)

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Vision and Mission

Oregon Science Leaders

Vision:

Be brave and impactful together, through community and collaboration
Students who are marginalized in our systems are at the center of our work

Mission:

Work for science education that is meaningful, culturally relevant, and personally empowering
Transform science education systems to meet the needs and goals of every student (demographics of success and enrollment match overall school and district demographics)

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Creating a vision for a K-12

equitable science pathway

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Why develop a vision?

Some ideas…add others to the chat

Identify existing science program assets so they can benefit more/all students
Get concrete about what you mean by “equity”
Set priorities before you review science curricula
Develop clear goals that you can monitor (examples: post-high school alignment, course enrollment demographics, credit attainment, positive science identity development and maintenance)
Articulate K-12 science pathways that teachers, students and their families can name and navigate

Defining your “why”

Setting your north star

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Case Study: Science Visioning Work

Crystal Wulff

Science and Health TOSA

Evergreen School District

Comprehensive Science Framework, K-12

(Vision and Beliefs on p. 2)

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How might this guide your work?

Sarah Ruggiero Kirby

Secondary Science Specialist

Eugene 4J School District

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OSL: Science Visioning Tool

Science Visioning Process: District Tool for Planning and Implementing Equity-Centered Science Reforms

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Breakout Room Directions, 15 minutes

Find your slide (12-21)
Round of introductions (name, pronouns, role, district)
Review norms on slide 11, share a norm you would like to focus on
Designate a note-taker (thank you!)
Select a discussion question to get started

Examples from math visioning work (Gresham-Barlow SD)

Teachers/Admin: Jamboard question
6-12 students: Survey
K-5 students: Empathy Interviews
Parents: Jamboards/surveys during school-based parent meetings

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Discussion Norms

Ask questions that provide clarity, center equity and promote discussion
Seek equity of voice - speak up/hold back, make space for voices and perspectives that can be marginalized in our school systems
Promote shared understanding - invite others in by establishing shared language, avoiding jargon, giving credit/quoting text/sharing resources
Create an adaptable and humanizing space - strive for equitable distribution of work, check in regularly to honor individual and group needs, work for a “beloved community”

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Breakout Room 1

Group Members: Beth Jess Melissa Jodi	As a team, select a discussion question. Address more questions as time allows
	What role might visioning play in your science program? What allies do you need to launch this work? What learning is needed? Elem/MS understand the visioning process training/PD (alongside ELA and Math) “Skills/knowledge all students to have be end of hs” - standards/data on who is taking advanced courses What are the standards really saying? Verb language. (learning needed) NGSS conversation needed at Elem level	Whose voices do you need to center in your vision? Elem and MS up to date with HS Community and transition teams to understand resequencing (Patterns sequence) Instructional Sub committee from School board
	What process might you use? Are there ways to align this work with other district initiatives? Train the trainer	What are your stuck points? What resources/models/support do you seek? Capacity - access to teachers time training/PD (alongside ELA and Math) Chemistry for all is hard for some parents to understand NGSS elem standards support

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Breakout Room 2

Group Members: Vinh Hua Shane Fox Kara Klosterman	As a team, select a discussion question. Address more questions as time allows
	What role might visioning play in your science program? What allies do you need to launch this work? What learning is needed? Administrative allies Teachers Sound 3-D training to understand intent	Whose voices do you need to center in your vision? Teachers across grade levels Science, SPED, Student voices Middle/ High School collaboration Other curricula areas- math (example) Case Managers
	What process might you use? Are there ways to align this work with other district initiatives?	What are your stuck points? What resources/models/support do you seek? Talking about a vision Fear of change. Not any time to do this work Class sizes

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Breakout Room 3

Group Members:	As a team, select a discussion question. Address more questions as time allows
	What role might visioning play in your science program? What allies do you need to launch this work? What learning is needed?	Whose voices do you need to center in your vision? Admin support is very important How do we convince teachers and administrators on the importance of grade level, NGSS driven instruction?
	What process might you use? Are there ways to align this work with other district initiatives?	What are your stuck points? What resources/models/support do you seek?

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Breakout Room 4

Group Members: Meagan Sternberg Brennan Brockbank Carrie Foster	As a team, select a discussion question. Address more questions as time allows
	What role might visioning play in your science program? What allies do you need to launch this work? What learning is needed? NGSS Appendices are helpful	Whose voices do you need to center in your vision? Our science adoption committee teachers
	What process might you use? Are there ways to align this work with other district initiatives?	What are your stuck points? What resources/models/support do you seek? Equitable grading practices Need everyone on the same page - agreement on consistency

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Breakout Room 5

Group Members:	As a team, select a discussion question. Address more questions as time allows
	What role might visioning play in your science program? What allies do you need to launch this work? What learning is needed?	Whose voices do you need to center in your vision?
	What process might you use? Are there ways to align this work with other district initiatives?	What are your stuck points? What resources/models/support do you seek?

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Breakout Room 6

Group Members:	As a team, select a discussion question. Address more questions as time allows
	What role might visioning play in your science program? What allies do you need to launch this work? What learning is needed?	Whose voices do you need to center in your vision?
	What process might you use? Are there ways to align this work with other district initiatives?	What are your stuck points? What resources/models/support do you seek?

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Breakout Room 7

Group Members:	As a team, select a discussion question. Address more questions as time allows
	What role might visioning play in your science program? What allies do you need to launch this work? What learning is needed?	Whose voices do you need to center in your vision?
	What process might you use? Are there ways to align this work with other district initiatives?	What are your stuck points? What resources/models/support do you seek?

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Breakout Room 8

Group Members:	As a team, select a discussion question. Address more questions as time allows
	What role might visioning play in your science program? What allies do you need to launch this work? What learning is needed?	Whose voices do you need to center in your vision?
	What process might you use? Are there ways to align this work with other district initiatives?	What are your stuck points? What resources/models/support do you seek?

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Breakout Room 9

Group Members:	As a team, select a discussion question. Address more questions as time allows
	What role might visioning play in your science program? What allies do you need to launch this work? What learning is needed?	Whose voices do you need to center in your vision?
	What process might you use? Are there ways to align this work with other district initiatives?	What are your stuck points? What resources/models/support do you seek?

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Breakout Room 10

Group Members:	As a team, select a discussion question. Address more questions as time allows
	What role might visioning play in your science program? What allies do you need to launch this work? What learning is needed?	Whose voices do you need to center in your vision?
	What process might you use? Are there ways to align this work with other district initiatives?	What are your stuck points? What resources/models/support do you seek?

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Share Out

In the chat/come off mute:

How are you feeling about engaging in visioning work?	What questions do you have?	How can we help each other?
If you have the timeline to set agreements about priorities, it is worth it We can never expect consensus, but can name what we want students to be able to do, what we wanted them to be able to access by the timed they graduated. Looked at are we actually doing this? Looked at course sequence, demographic data and saw that courses were not aligned with these goals. Once this is identified, provides impetus to move forward.

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OSL’s 3-Part Meeting Series on

Equitable Science Pathways

November 14: Identifying barriers in your HS science pathways
December 12: Creating a vision for a K-12 equitable science pathway
January 9: Taking action (models, use of data)

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