W a s h i n g t o n S c i e n c e T e a c h e r s A s s o c i at i o n
JOURNAL FEBRUARY 2017
www.wsta.net
Vol 58. Issue 1
Progressing you through Next Generation Science Standards
TABLE OF CONTENTS 1
WSTA Journal Front Matter and Information
2
President-Elect’s Letter Andy Boyd WSTA Actions and Plans for You
3 4-6 7-10 11-17 17-18 19-21
21
WSTA Awards and Presidential Award Information Midge Yergen
22-23
Success in the Classroom Jeff Wehr—WSTA Award Winner
Letter from the Editor John McNamara
24-27
Honoring Jeff Estes-Laser Newsletter Sonia Siegel-Vexler
Updates on WSTA Professional Development “Progression through the Waves’’ Lois Sherwood
28-29
Science and Brews—Learn about science, food, agriculture, environment and enjoy an evening… Carmon Kardokus
Science Education Practices Summer Institute Jeanne Ting Chowning High School Science Assessment Field Test Dawn Cope and Cinda Parton OSPI Student Health and Academic Success Bianca Smith MDA RD The DIG (Discoveries in GeoSciences) Field School Mark Watrin
30
WSTA Mission and Goals
31
WSTA Elections Andy Boyd
32
WSTA Annual Conference: 3D Learning in the Tri Cities!
33-34 35
Roster of the Board Judy Shaw Regional Map of the State
Mt. St. Helens, Washington
Dedication to advocating and promoting quality science education for all, at all levels of instruction. WSTA JOURNAL PURPOSE: To provide timely and relevant information about Science Education, Professional Development and WSTA news and services to members of the Washington Science Teachers Association and partners. The journal is a Quarterly Publication (ISSN 01647369), electronic only, linked to the Washington Science Teachers Association Website at www.wsta.net. It is readable and downloadable to
WSTA members and specific partner organizations and libraries. The Journal solicits articles on science education topics, relevant to science teachers and educations in K-12 and higher education, from anyone, whether they are members of WSTA or not. Research articles are accepted but the publication is primarily for information and professional development to the readers. Publication is free to the author(s), and the article is peer-reviewed prior to publication and is a citable source.
Publication Dates Material Deadline, New material for peer review Deadline February 28th January 15th, January 3rd May 31st April 15th, April 1st September 30th August 15th, August 1st November 30th October 15th, October 1st
Editor Contact John P McNamara, McNamara Research in Agriculture Firm, 510 SE South St, Pullman, WA, 99163-2234, 509 592 0099, mcnamjpt205@frontier.com
Articles should be in Word format, 12 point type, Times New Roman, with 1 inch margins, NO line justification, NO line or numbers. Formatting should be minimal, but titles, subtitles, headlines, bullets, outline formats should be included or indicated. Tables should be set up using Microsoft Word Table, and Figures using Microsoft Word or Excel. Figures should be set up and formatted to be printed in 3 ½ in wide column, or ½ page format and this should be indicated. Approximate placement of Tables and Figures in the articles should be indicated.
All articles and materials for publication should be sent electronically to the Editor at mcnamjpt205@frontier.com by the deadline date. Material will be checked and edited and minor formatting conducted. All copy will be bundled and emailed to Kelly Lavelle within 1 month of publication date. Publication will be electronic only, on the WSTA website and accessible to WSTA members.
2
L E T T E R from the
P R E S I D E N T- E L E C T
Hello Science Educators! As the 2017 year moves on, WSTA is gearing up for exciting science related events and strategically tackling many topics within science education.
Andy Boyd
If you are interested in presenting and/or attending the 2017 conference in Pasco, WA, please visit: 2017 WSTA Conference
Membership is growing!
Our mission is to promote professional knowledge and growth, create public awareness of the importance of quality science education, and form an organized voice on pertinent legislative policies and issues. WSTA is also tasked to establish a communication network, explore curriculum development, and recognize and reward excellence.
This past year, WSTA has experience tremendous growth in membership. From experienced teachers to new teachers right out of colleges of education, science teachers and proponents of science education have committed to the mission and vision of the Washington Science Teachers Association as well as taking part in multiple professional development opportunities.
Professional Learning Opportunities
If you are ready to join or renew the work toward improving science education for our students and teachers in Washington state, please visit the link: Join/Renew WSTA Membership
WSTA has a wonderful network of regional representatives that are hard at work organizing multiple events across the state. The topics and themes of each event range from specific work around the Next Generation Science Standards to informal events around science talks for local teachers and educators. Please check out the Professional Development in Waves at www.wsta.net. To find a professional learning opportunity near you, please visit: NGSS PD Events
2017 Conference: October 20th to 22nd; Pasco, WA WSTA is very excited to announce the location of the 2017 conference at Chiawana High School, Pasco WA. A committee of dedicated teachers and administrator from the Tri-Cities region have been planning for this event since September 2016. We are honored to have keynote Speakers Chris Reykdal, Washington Superintendent and Dr. Phillip Bell, University of Washington Professor highlighting the event. Mr. Reykdal will be addressing Science Education in Washington State and Dr. Bell will discuss equitable 3-Dimensional science learning for all students. Themes and strands for the 2017 WSTA Conference include: All Standards, All Students (Equity in the NGSS); STEM Certification for All Teachers; Progressing through the Standards; NGSS in the Elementary Grades; Integrating Energy, Engineering and Science; History and Future--Engineering in Washington.
Awards, Scholarship, and Elections Every year WSTA gives thousands of dollars in scholarships and honorariums for our teacher/ professor/business person of the year. Our organization would like that to high the many extraordinary accomplishments in science education that is happening across our state. To recognize a teacher, a person in business, or a person in high education, apply for a scholarship, or run for an elected position on the board, please visit: 2017 Elections 2017 Science Teacher/Professor/Business Person of the Year Science Leadership Scholarship General information about Washington Science Teachers Association or to find out about more of the offerings, please visit: WSTA Home
Thank you all, for all you do in science education! See you Pasco, Washington! Representing the WSTA Board, Andy Boyd President-Elect
3
LETTER FROM THE
EDITOR
We l c o m e N e w M e m b e r s f r o m N S TA !
John P McNamara
Dear Colleagues and Friends, As always, thanks for being a great teacher, striving to help our next generation(s) prepare for a productive and rewarding career! Here we have the first issue of 2017, I hope you enjoyed the October issue and found the information useful! This month we get to learn about the new Field Testing from OSPI, The DIG project in NGSS Earth Sciences, Staying Healthy for Learning, Inspiring Students and Teachers, take part in your Board Elections, go to Olympia for Science and Brews, and nominate someone for a welldeserved award! Welcome to new and returning members from NSTA Portland! Thanks to all of you who started a new membership or renewed their membership with the NSTA/WSTA reduced one year membership! For Jason A., Stephanie F. Susan G., Timothy G., Blake G., Todd H., Rumi H., Robert H., Greg M., Kathy M. S., Melissa M., Mary Laurie O., Kristina S., Robert S., Brenda T., Mike W., Carl W., Kimberly W. and Bianca W., from all around the state, please accept my personal thanks and the thanks from all the Board and welcome, welcome back, and we hope you get a lot out or your membership…and let us know! See you in Pasco: Register, submit proposal or request exhibit space for Pasco Annual Conference! Everything is ready for you to submit a proposal, to register and (or) to request an exhibit
space at the WSTA 2017 Annual Conference at Chiawana HS in Pasco October 20th through the 22nd! With the great theme of “3-Dimensional Learning in the TriCities” and the Keynote Speakers Chris Reykdal, our new Superintendent of Public Instruction and Dr. Phillip Bell on Equitable Science Learning for all, as well as great field trips, educational supporters and suppliers, and YOUR wonderful workshops, this should again be a great professional development event. As always, workshops earn clock hours and most will fulfill the State Requirement for STEM Certification. Please check out the website and sign up, any questions, just ask me! EDITORS NOTE: Please accept our apology for the late news on a couple of the opportunities. The timing was just such that the deadlines for some of them came right at or shortly after publication time. Hopefully you can still sign up or mark it for next year.
4
Next Generation of Waves…
Professional Development in the NGSS written by Lois Sherwood Are your teachers wanting to dig deeper into Next Generation Science Standards? Let WSTA help you! We created a 6-hour workshop designed to immerse teachers of all grade levels in Three Dimensional, NGSS learning.
Evals from the February Workshop
“
“
Great way to look at a single DCI and follow it through K-12.
In the workshop, the K-12 standards that address mechanical waves will be used as a lens to understand how core ideas, science and engineering practices and interdisciplinary cross cutting concepts build through the grade levels. Participants will experience how NGSS three dimensional learning facilitates differentiated instruction so all students learn. We will also explore other NGSS and WSTA resources to learn how to add new dimensions to your favorite lesson and discover NGSS connections to Common Core standards. If your district in interested in scheduling this workshop, please contact Lois Sherwood at lolo. sherwood@gmail.com. This workshop qualified for 6 clock hours and STEM training.
Evals from the February Workshop
The successful workshop in February focused on taking the participants through the Physical Sciences Standards on Waves….emphasizing ‘3-Dimensional Learning’ at the heart of the Next Generation Science
Standards: The Disciplinary Core Idea, The Science and Engineering Practices and the Cross Cutting Concepts. Here are some content areas and comments from the participants….See the October 2016 journal for more details and sign up for the March Workshop in Spokane!
Evals from the February Workshop
Evals from the February Workshop
“
“
More of everything would be valuable.
“
“
Notes from the Shoreline Workshop in February!
“
“
I feel so much better about NGSS and beginning to figure out how to incorporate them in my teaching. Thank you!
Great being able to collaborate on these activities!
5
1. Call Me Maybe!
4. Give the Slinky a Shake! 4-PS4-1
Challenge: Use the materials provided to design and build a device that uses sound to transfer information over a distance.
After observing the patterns created, Develop a model of waves to describe patterns in terms of amplitude and wavelength.
5. Can you measure sound? MS-PS4-1
2. Does Sound Cause Vibration? 1-PS4-1 • • •
With a partner, plan an investigation that that shows that vibration or movement causes sound. Demonstrate how vibration makes sound. Be able to describe your evidence that demonstrates that movement or vibration causes sound.
3. Can sound cause material to move (vibrate)? 1-PS4-1 part 2 • • •
With a partner, use the available materials to plan an investigation to see if sound can cause material to vibrate. Draw a picture to show what you discovered. Can sound cause movement? How can you tell? Use evidence from your investigation.
What do you notice? 4-PS4.1 What happens to the position of the toy when you create a wave in the tub? What does this mean about the motion of an object in a wave? Can you think of real life application of this?
First Download the apps. Application that will respond to sound: Oscilloscope - iPhone Physics Oscilloscope - Android You may also want to download: Application that will generate sound: Tone Generator - iPhone Frequency Generator - Android Now Try This! • Pair up with someone who can generate sound. • Try different tones and different pitches. • Watch what happens to the wave on the oscilloscope. • What do you notice about how frequent the waves occur with different sounds?
6. Look for Relationships Find two wave makers of the same length but made of different materials. Try to make waves with the two materials simultaneously. What do you observe about waves as they travels through different materials? Create a mathematical model to represent this. Why is this understanding important when deciding where to build a house in an earthquake zone?
6
Washington Science Teachers Association Present:
NGSS Learning Progression for Waves You know about Next Generation Science Standards. You know what NGSS are, but do you know how they can transform Science instruction in your practice? Experience how NGSS three dimensional learning can help you differentiate instruction so all students learn.
Spend a day with WSTA to add new dimensions to your favorite lessons.
Explore WSTA Learning Center Resources!
Learn how your instruction fits into the K-12 science framework. Use the Wave standards as a lens to learn how core ideas, science & engineering practices and interdisciplinary crosscutting concepts build through the grade levels. Explore connections to Common Core!
With peers, explore the WSTA Learning Center where you will learn to access thousands of lessons and free professional development resources designed to enhance your content and pedagogical knowledge.
Register for a workshop near you at WSTA.net
Cost is $50 for members, $75 for nonmembers. This workshop qualifies for 6 clock hours and STEM training. Districts are encouraged to send vertical teams! Bring lunch plus laptop/tablet! April 22 or 29, 2017: 8:30 am – 3:00 pm Spokane, WA
7
Science Education Partnership Opportunity written by Jeanne Ting Chowning
Are you interested in learning about cutting-edge biomedical research by working with a mentor in a research laboratory? Could you use support and resources to teach molecular biology in your classroom? Would you like to join a community of 500+ science teachers who are committed to improving their practice? If so, the Science Education Partnership (SEP) is currently seeking applicants for our 20172018 teacher cohort.
on 2 weeks in the summer, including 5 days working with a mentor scientists on a research project. Teachers learn molecular biology concepts and techniques and develop a curriculum project to bring back to their classrooms. SEP teachers become part of an active and supportive life science teaching community and receive ongoing support for equipment and supplies through our kit loan program. The program also includes orientation and reflection dates during the school year.
How: Apply online at www.fredhutch.org/sep by March 6th, 2017.
Teachers receive a stipend of $500 and earn clock hours or graduate credit through the University of Washington (UW). Participants are responsible for their own lodging, food, and transportation, although we can help facilitate lodging through the UW dorms. Please see the attached brochure for more information.
Who: Secondary science teachers in Washington State who will be teaching in Fall 2017. What: Our professional development program centers When: May 20, 2017 July 10-26, 2017 Sept. 16, 2017 May 5, 2018
Opening Day Workshop Summer Session Kit Sign-Up Day Reflection Day
Questions? Please contact us: Jeanne Ting Chowning Director, Science Education Partnership O 206.667.6292 M 206.200.4915 jchownin@fredhutch.org
8
9
10
11
High School Science Assessment Field Test
Dawn Cope and Cinda Parton OSPI
Teachers, schools, and districts will soon need to make an important decision about participating in the field test that will support development of a high school assessment of the Washington State 2013 K-12 Science Learning Standards (Next Generation Science Standards). The field test will be administered as a separate online assessment for high school students and can be taken during a single 50-minute class period. An application in the Washington Assessment Management System (WAMS) opened December 1, 2016 so that the District Test Coordinator for each district can indicate which schools, and the approximate number of teachers and students that will participate. The registration window closed on January 31, 2017. Purpose: The Washington State 2013 K-12 Science Learning Standards (Next Generation Science Standards) will be assessed for the first time in spring 2018. Before test forms can be constructed, newly developed test items must be field tested to ensure that the items are accessible to all students and that they produce results that are valid, reliable, and fair. These new, online field test items can be embedded in the online Measurements of Student Progress (MSP) in grades 5 and 8, but the paper-pencil Biology End-ofCourse exam does not provide that same opportunity for the new high school items. This separate online field test for high school will ensure that the statistics used to construct future high school test forms are as accurate as possible. No scores or reports: The number of items a student will see on the field test is much smaller than the total number of items that will be on the full assessment delivered in spring 2018. The cut scores for the full assessment will not be established until summer 2018. This means that no individual student scores will be generated from the field test. Without individual scores there will be no school, district, or state scores. Schools need to understand that the field test is not a preview of how well their students will do on the operational
tests in 2018, but rather a way to help OSPI make sure the operational tests in 2018 and beyond are fair, valid, and reliable. Participation: Students in Grade 11 are the target population for this field test. If the test is administered to an entire class, and some students in Grade 10 or Grade 12 are also in the class, those students are also able to participate. Students in Grade 9 are not able to participate in this field test. Students may participate regardless of science courses taken and do not need to be currently enrolled in a science course. Test Format and Administration Time: The high school field test will be delivered online, using the same testing platform as the Smarter Balanced Assessments (the AIR Test Administration Interface and the WA Secure Browser). There will be selected response, technology enhanced, and constructed response items; most items will be associated with one or more stimuli. Most item formats are similar to those students have seen in the Smarter Balanced assessments so we anticipate that students will navigate the online functionality well. Students will see only a small number of items which should be completed within one 50-minute class period. The field test is a secure state assessment, so all OSPI test security protocols and training must be followed. Testing Window: The testing window for the field test is May 1 to June 15, 2017. The field test will be administered during one day of that window, and within one class period for each student participating. District Test Coordinators message: The information in this message was distributed to District Test Coordinators (DCs) via the Washington Assessment Weekly newsletter on November 14, 2016. That message also included directions for how to register schools for the field test, and information about which Designated Supports and Accommodations will be available during the field test.
12 Teacher Volunteers: While registration will be done “by school,” that does not mean that an entire school or grade level must participate. An individual teacher can give this field test to one class of students, or to multiple classes; or a group of teachers at a school can each test one class or multiple classes. The teachers and classes of students are not limited to science classes—students in any subject can participate. We hope that this flexibility will increase the number of students that are able to participate. Teachers interested in participating in this field test should contact their District Test Coordinator
(DC) before February 28, 2017 and let them know of their willingness to participate. DCs are the only staff that can register a school for the field test. Elementary and middle schools are not included in the registration options because participation in the online Science MSP includes the field test items embedded in the Spring MSP test. Questions: Please direct any questions to the Science Assessment team at science@k12.wa.us .
High School Science Assessment Field Test Information The Washington State 2013 K-12 Science Learning Standards (Next Generation Science Standards) will be assessed for the first time in spring 2018. Before test forms can be constructed, newly developed test items must be field tested to ensure that the items are accessible to all students and that they produce results that are valid, reliable, and fair. These new, online field test items can be embedded in the online Important Dates and Times Registration Window: December 1, 2016 through February 28, 2017 Test Window: May 1 through June 15, 2017 Test Length: 50 minutes; one class period
Participation Target population: students in Grade 11 Can also participate: students in Grades 10 and 12 Not able to participate: students in Grade 9 Science course taking history of students not necessary Can be given in non-science classes
Measurements of Student Progress (MSP) in grades 5 and 8, but the paper-pencil Biology End-of-Course exam does not provide that same opportunity for the new high school items. This separate online field test for high school will ensure that the statistics used to construct future high school test forms are as accurate as possible.
• • • • •
Schools can schedule more time than 50 minutes Students should complete in one sitting. Pause the test if not done at the end of the time. No need to return and finish. Schools can administer multiple ‘sittings’ Note: The operational test in 2018 will have more items and will take longer.
#1 reason to participate: To have your students represented in the information/ data used to make crucial decisions about the operational test in 2018 (and beyond)
13 The next stop for the constructed response items (like short answer questions) and technology enhanced items (like graphs) is a committee of Washington teachers. These teachers will work with OSPI and our vendors to do what is called “Range Finding” and “Rubric Validation.” The teachers look at a range of actual student responses to each question and decide how to score each student response. The scoring rubrics are refined and materials used to score the field test items are created by this committee. Then all the items (including the multiple choice and multiple select items) will be scored by the vendor. After that, data about the item performance is seen by another committee of teachers called “Content Review with Data.” Decisions affecting future tests • Rubrics and scoring decisions • Scorer training materials • To include (or not) in the item bank for use on future tests By choosing to have your students participate in the field test, your students will be represented in the responses and data seen by those two teacher committees. We want the Range Finding and Rubric Validation committee to see the broadest possible range and
The teachers will see data for each item that answers questions like: • • •
How many students answered each item correctly? Which “wrong” answers were chosen by the most students? Did students of a particular gender or ethnicity answer an item differently than the rest of the students?
The teachers will use all of this data, as well as their science content knowledge, to decide if the items should advance into the item bank for use on the 2018 and future operational tests.
diversity of answers students give to these field test questions. We want the item level data seen by the Content Review with Data committee to represent the diversity of the students in our high schools, resulting in more reliable data for them to make their decisions with. The rubrics and training materials will be used again each time the item is tested, and items are used many times before they are retired from the item bank, so these decisions are far reaching.
#2 reason to participate: See how your students react to the technology and to the rigor of the questions
#3 reason to participate: Go through the test administration steps in a lowpressure situation
Another reason to participate is that you’ll be able to see how your students react to the technology and to the rigor of the questions. Again, TA’s can’t look at the questions…but your student’s reactions will tell a story.
been TA’s for any Smarter Balanced testing, this might be their first experience with AIRs systems. Many districts who participated in the Smarter Balanced Field Test in 2014 told OSPI that their teachers were much less stressed about the test in spring 2015 when it was “the real-deal” since they already had experience with the system in the previous year.
The third big reason to participate is to go through the test administration steps in a low-pressure situation. If the teachers who participate in this field test have not
14 One other question OSPI gets asked is: Why won’t we [teachers] get any data from the field test? The first reason is that the students are not seeing a full-length test. They are only taking about 10 items, and those items won’t fully cover the breadth of the future operational test. The second reason is that students will see different sets of items. Christopher might see a set of physical science items and a set of life science items, Lucas might see a set of Earth and space items along with a different set of physical science items, and Tony will see a completely different set of items. The sets of items might be worth different numbers of raw points, and some combinations of items might be harder than others. It would not be right to release any data from such different combinations of items. That data might lead to incorrect conclusions about what Christopher,
Lucas, and Tony know. The third, and most important reason, is that some of the items may not make it into the operational bank; they might be rejected by the Content Review with Data committee. It would definitely be unfair to Lucas if we connected data to him that came from those rejected items. And just as a reminder, there was no data at the individual, school, or district level from the Smarter Balanced Field Test in 2015. One thing that teachers will get is a Lessons Learned from Scoring Student Work document. OSPI will produce this document after the Content Review with Data meeting in the fall. This document will share observations about student responses and areas where students appear to be struggling.
Registration will be done by District Assessment Coordinators (DCs) in WAMS. The registration opened last month and will be available until at least the end of January. The DC will need to check the box by the schools that will participate, and give estimates of the number of teachers and the number of students that will participate. Teachers who are interested in participating should contact their District Assessment Coordinator and ask to be registered.
The test will be administered using the AIR systems that students are familiar with from their ELA and Mathematics testing. These systems might not be as familiar to science teachers, so they might need more support. District Assessment Coordinators should be sure to know which teachers will be giving the field test, and check that they have accounts in TIDE. These teachers/ Test Administrators (TAs) also must go through your district’s proctor/security training. OSPI also recommends that these TAs login to the AIR system well before they plan to test students.
They might need to go through the “First Time Login This School Year?” steps if they have not been TAs for Smarter Balanced testing. They also might need more time to read the TA User Guide, and to view the TDS Interface Module that is available on the WCAP portal well before testing, to help them be more comfortable with their role. If you, as a district, would like to set accommodations, they can be set in TIDE for this test, under the “Science” column, but it’s not necessary from OSPIs end. Again, we are trying to make this as easy on the districts as possible.
15 Reminder…Field test items are secure items. Teachers don’t get to see any more of these high school field test items than they would of the online ELA or Mathematics tests. The 5th and 8th grade field test items will be part of the online MSP, so all security protocols will be followed there; the high school field test administration will mimic that experience. The Test Administration Manual for this Field Test will also mimic the MSP online TAM.
Most items are part of a group of items using common stimuli that students will react to and use in answering the items. The stimuli will be on the left and the items will be on the right. We are using many new item types for these Next Generation Science questions. These item types are familiar to students from their Smarter Balanced tests. • Selected Response—multiple choice, multiple select • Technology enhanced—ex: drag and drop, dropdown choices, simulations • Constructed Response—ex: equation builder,
short answer Multi-part items ask a series of questions that are related to each other. • •
Parts labeled with letters A, B, and C. May have a mix of item types. May ask for evidence to support answer in previous part of the item.
Please note that the 5th and 8th grade field test items will also have these formats.
The Next Generation Science Assessments will have two newly developed features. These two features have been included in the Student Interface Training Modules because OSPI knew that they would be in the online science tests this year. The first is called Collapsing Stimuli. The stimuli are broken into small chunks of information to help students focus on the part of the stimulus necessary to address the question. As additional information is needed, another stimulus is provided with the items. For example, a student might see Stimulus #1 and 2 items. After they complete those 2 items and select the “NEXT” button, Stimulus #2 will appear along with 2-3 new items. Stimulus #1 will be “collapsed” above Stimulus #2, and can be read again by clicking on the plus ( + ) sign next to it. This collapsing action is helping to eliminate vertical scrolling as much as possible, and also eliminates the need for students to use the “BACK” button in order to see Stimulus #1. The second feature is called Locking Items. Locking items are allowing us to do what’s called “blocking and updating.” For example, it enables us to ask students to build a graph based on some data we gave them as question #1, lock #1, then give them
a correct graph in question #2 and ask them questions based on the correct graph. This way we can see what they know on their own in #1, but then prevent them from carrying any errors forward into #2. Another example is that we might ask a constructed response item as #1 to get the big picture of what the student knows about a standard, then lock #1 and use questions 2-5 to get down to the component parts of the standard. Questions 2-5 might give away, or clue, the answer to #1, which is why we will lock #1. As we’ve written these items, teachers have really liked that we can ask a group of questions that really lets us discriminate what students know and can do.
Please note that the 5th and 8th grade field test items will also have these formats.
16
The first time a locking item is seen, there will be a green unlocked padlock next to the item number. The student can work with this item, and any other items that are with it, as much as they want until they click the “NEXT” button. When they click the “NEXT” button, this “Attention” box will appear. When the student selects “Yes”, the system will move to the next set of items and this item will be locked. If the student uses the “BACK” button, or looks at this item from their Review page, they will still be able to see the item and their response, but it will be greyed out, the padlock will be red and locked, and they won’t be able to change their answer.
All the normal embedded Universal Tools will be available. Computer embedded Universal Tools: • • • • •
Calculator Expandable Passages (for stimuli) Highlighter Keyboard Navigation Mark for Review
• • • •
Notepad – Digital Periodic Table Strikethrough Zoom
These embedded Designated Supports and Accommodations can be set in TIDE if you would like to. They are in the “Science” column. There are a few more that look like they are available, but the test won’t support them yet—like translations. The permissive mode is allowed to enable “Speech-to-Text” devices to be used. “Text-to-Speech” is not yet available for the science items. The Streamline Interface Mode is available if needed with some of the higher Zoom levels, the Braille usage of that Mode is not available yet. OSPI plans to have more Designated Supports and Accommodations available in 2018 for science. Computer embedded Designated Supports: • • • •
Color contrast Masking Mouse Pointer Zoom
• • •
Computer embedded Accommodations: Permissive Mode Streamline Interface Mode
Even though the online calculator is available, students can use a hand held calculator, following the same guidelines as those in place for the Biology EOC. Computer non-embedded Universal Tools: •
Calculator
•
Scratch paper
17 “Voluntary by district” really means that registration is done by district, and that teachers who want to volunteer need to coordinate with DACs. Course taking history is not necessary. The field test does not have to be given in a science class. It can be given in ELA, history, CTE, choir classes…again, we hope to increase our participation by being as flexible as possible about this.
As with all field tests, no scores will be provided. The items are being tested, not the students. Achievement levels will be set in Summer of 2018 based on the first full exam, so there are not any bars to compare performance to at this time. 5th and 8th grade items will be field tested as part of MSP, just like they were last spring.
If you have any questions, please contact the Science Assessment team at science@k12.wa.us
Student Health and Academic Success
written by Bianca Smith, MDA, RD
When thinking about our students’ academic success, we don’t often think about what they’re eating (or not eating). In reality, student nutrition has a profound impact on students’ academic performance. There is a good chance that some students in your classroom face food-related concerns. One in five youth in Washington State live in a household that faces food insecurity.1 Obesity and poor nutrition are also major concerns. In 2012, about 24 percent of Washington 8th, 10th, and 12th graders were overweight or obese based on self-reported height and weight.2 Unfortunately, these concerns have a far greater impact than student health, alone. Over the past several years, an abundance of research has revealed unsettling connections between student health and academic performance. To start, Students with healthier diets tend to score
better on tests. In one study, 5th graders that ate more nutritious diets scored higher on a standardized literary assessment.4 Another study found increased English and science test scores in schools that eliminated “junk” food from the school and incorporated healthier, freshly prepared school meals.5 Research also reveals a connection between student nutrient intake and GPA. In one study, students who had adequate self-reported nutrient intake had higher GPAs (2.8, on average) than their peers with inadequate self-reported nutrient intake (2.1, on average).6 School-wide support of nutrition programs can help increase student health and academic success. Programs like the School Breakfast Program and the National School Lunch Program can help schools provide affordable, nutritionally balanced meals to students. With meals that meet the Dietary Guidelines
18 for Americans, these programs help reduce issues of hunger and poor nutrient intake among students. Smarter Lunchrooms, a national program started by Cornell University, helps schools market healthier choices to students using behavioral economics. This program highlights research-based strategies that encourage students to make healthier choices in the lunchroom. Office of Superintendent of Public Instruction, Washington State University Extension, and the Washington School Nutrition Association have teamed up to provide Smarter Lunchrooms training and support to Washington schools.
Teachers play an important role in their students’ health behaviors. Here are some tips to have a positive impact on student health. How Teachers Can Help: 1. Model healthy behaviors to your students. If you consume foods and beverages in your classroom, make an effort to consume only healthy foods in front of your students. Take the opportunity to verbally promote healthy foods and behaviors to your students whenever you have the opportunity. 2. Avoid rewarding your students with food. Food rewards encourage students to eat when they aren’t hungry and can encourage students to habitually use food as a reward in the future. Instead, use nonfood incentives, such as homework passes, extra credit, and recognition as classroom rewards. 3. Plan healthier classroom celebrations. When classroom parties involve sweet treats and other highcalorie foods, students tend to overeat. Encourage students and parents to bring healthy foods, such as fresh fruits and vegetables, to classroom parties. Alternatively, plan non-food celebrations. Try offering time for students to play games, watch a movie, or have class outdoors.
References: 1. WA Hunger Facts. WA Hunger Facts. http://www.northwestharvest.org/wa-hunger-facts. Accessed January 9, 2017. 2. Washington State Healthy Youth Survey (2012). Washington State Office of Superintendent of Public Instruction, Department of Health, Department of Social and Health Services, Liquor Control Board and Commerce. http://www.doh.wa.gov/Portals/1/ Documents/Pubs/160-193-HYS-AnalyticReport2012. Accessed January 11, 2017. 3. Kleinman RE, Murphy JM, Little M, et al. Hunger in Children in the United States: Potential Behavioral and Emotional Correlates. Pediatrics. 1998;101(1). doi:10.1542/peds.101.1.e3. 4. Florence MD, Asbridge M, Veugelers PJ. Diet Quality and Academic Performance. Journal of School Health. 2008; 78(4):209-215. doi:10.1111/j.1746-1561.2008.00288.x. 5. Belot MCA, James J. Healthy school meals and educational outcomes. Journal of Health Economics. 2011;30(3):489-504. doi:10.1016/j. jhealeco.2011.02.003. 6. Kleinman R, Hall S, Green H, et al. Diet, Breakfast, and Academic Performance in Children. Annals of Nutrition and Metabolism Ann Nut Metab. 2002;46 (1):24-30. doi:10.1159/000066399.
19
The DIG Field School
written by Mark Wartin
“Hey do you have any ideas on how I might learn something about these ‘Science and Engineering Practices’ they talk about in the Next Generation Science Standards? Here’s an idea, join a team of scientists and spend a week doing the same things they do while they are conducting their research. That’s exactly what 20 teachers from Washington did last summer when they signed up for The DIG (Discoveries in Geosciences) Field School. Run by a team assembled by paleontologist Greg Wilson from the University of Washington and with the help of the Burke Museum. Greg and his team are looking the extinction event 66.2 million years ago that ended the dominance of dinosaurs on Earth. Here are 3 reasons why The DIG should be used as an exemplar for teacher professional development. Reason one, The DIG is grounded in the founding principles of the Next Generation Science Standards. “Children are born investigators.” and so are adults if you give them a problem with a more ambitious goal than “is this going to be on the test?” I have been digging fossils in the Pacific Northwest for 35 years so when I heard about The DIG which would provide me a chance to work along-side practicing paleontologists researching the Mesozoic extinction my curiosity was in high gear. And investigate we did, crawling on our hands and knees with magnifiers to look for the tiniest clues to where we might find a good collection site. Greg and his team insisted that the participants learn from experience even if that meant coming up empty handed sometimes. This is another founding principle, “Science and engineering rely on both knowledge and practice.” The early DIG emphasis is on the practices and one thing I found out is each situation required you to be ready to use anyone or all
of the science practices. It is not like , “OK today we are going to focus on science models.” Each new field site brings its own questions, has its own evidence to interpret and investigations have to be developed on the site to fit the context. So when did we have time to tap into the knowledge base of the team of paleontologists? It is another aspect of this founding principles of the NGSS, “Finally, science is fundamentally a social enterprise, and scientific knowledge advances through collaboration and in the context of a social system with well-developed norms.” Each field investigation drove the conversations between the participants and the DIG team of instructors. I remember one exchange in particular as a group of us puzzled over a bone of what we thought was part of a triceratops. Could it be the lower leg? It was so thick maybe the upper leg. Then Brandon walked up and said “Oh I see you found a toe.” Our sense of scale changed instantly. New experiences drove new questions which drove the conversation between us. Sitting by the fire at night, riding in the cars on the way to dig sites and chatting while we washed the dishes filled in as our lecture halls.
20 DIG Topic
NGSS Disciplinary Core Idea
Meteorite collision with the Earth’s as extinction ESS1 Earth in Space event contributor Volcanic eruptions as contributor to the extinction ESS2 Earth systems & processes event Exposed rock strata holding the fossils that will be part ESS3 Waters roll in Earth’s surface processes of the scientific evidence Using radioactive decay technology to accurately find PS1 Structure of matter, nuclear processes dates for the strata Identifying bones and skeletal structures
LS1 Living structure and function
Linking fossil animal populations to potential LS2 Ecosystem dynamics and resilience environmental changes Reconstructing populations before and after the LS4 adaptation and evolution extinction event Reason two, integration over isolation. The DIG represents one of the best examples of the importance of having understanding across several science disciplines as well as understandings in other academic disciplines. Here is just a sample of how this investigation links to our NGSS disciplinary core ideas. The DIG demonstrates what we mean by developing a deep understanding of a topic by bringing in the core disciplinary ideas from multiple science domains. It also reveals that the nature of science is an important common thread in all the science disciplines. I mentioned that Greg and his team are examining the Mesozoic extinction event. But wait didn’t we solve that mystery? It was an asteroid right? Well this is a fundamental nature of science question. Scientific Knowledge is Open to Revision in Light of New Evidence This one hits home for me because when I started teaching (1978) the evidence for a meteorite impact had not been published. As a first year teacher in 1978 I didn’t know much but I knew that meteorite impact was way down the list of possible causes of the dinosaur extinction, during my teaching career that all changed dramatically. Interestingly enough Greg Wilson and his team are revealing that some of the original hypothesis may still be valid (see Greg’s article) and although the meteorite is important to the story there may be some revealing details in new evidence. Reason three: Connecting to the classroom, students contributing to research
The Burke Museum’s service to teachers is well established and The DIG uses this network to extend the learning for the participants well after the week in the field. The DIG Box, available to DIG participants through the Burke Box program brings ten teacher reviewed lessons and support materials for the teacher to use in the classroom. The heart of the lessons is lesson six, sorting vertebrate microfossils, in which students investigate a sample of the same materials that participants collected in the field in Montana. A detailed identification guide allows students to piece together a picture of the populations of animals just prior to or just after the mass extinction event. What’s more in this win-win activity the sorting the students do with the sample advances the research being done by Greg’s team by concentrating the samples even further so the researchers work is made more efficient. Students respond enthusiastically knowing that the results of their work will actually help our knowledge base about this important event in Earth’s history. This brings us to another of the NGSS principles in the
Nature of Science as described in Taking Science to School. Student’s science experiences should include; 1. Knowing, using, and interpreting scientific explanations of the natural world. 2. Generating and evaluating scientific evidence and explanations. 3. Understanding the nature and development of scientific knowledge. 4. Participating productively in scientific practices and discourse. Since the teachers in The DIG program all engage in these important Nature of Science experiences they are better prepared to lead their classes in the same kind of experiences. In addition teachers extend their professional development by being part of The DIG
21
participant network that shares expanded and revised lessons, classroom experiences with the DIG Box lessons and get back together for events at the Burke museum. As teachers we have had many demands placed on our plates in recent years. We are fortunate to have members of the scientist community like Greg Wilson reach out and offer The DIG opportunity to the science teaching community. Check out Greg’s research at http://www.youtube. com/watch?v=xJu0NYdwKeQ So how do you get involved in The DIG program? Start by investigating The DIG web site to get details about the program. http://www.burkemuseum.org/ education/Dig_Field_School
Presidential Awards for Excellence in Mathematics and Science Teaching written by Midge Yergen YOU CAN BE A WINNER!!!!
April 1 and applications are due May1.
Do you know a fabulous secondary science or math teacher? Someone that deserves recognition for their contributions to bringing science or math alive for their students? Maybe it’s YOU!
The Presidential Awards program is the highest level of recognition given to science and math educators in our country. Mentors will be available to help applicants and answer questions about the application process.
Make 2017 the year to become a Presidential Awardee!!! This year is a secondary (grades 7-12) go-round for the Presidential Awards in Mathematics and Science Teaching. Educators with a minimum of 5 years of full time teaching experience in science or math are eligible to apply. You may nominate a colleague or yourself by going to the PAEMST website at www.paemst.org . Nominations must be submitted by
Need more information? Contact Washington State PAEMST coordinators Hilary Seidel at OSPI at Hilary.Seidel@k12.wa.us or Midge Yergen at yergenm@wvsd208.org. Either would be happy to help you! NOMINATE COLLEAGUES OR YOURSELF TODAY!!!
22
Success in the Classroom
written by Jeff Wehr
Cheers to all my fellow scientists and colleagues who are giving your very best each and every day! It is my honor to receive the 2016 WSTA High School TOY as well as to newly represent Region 1 of the WSTA from Odessa High School; I look forward to working with you all! Our students deserve the quality instruction our districts’ provide, and although it seems education is always under the microscope for improvement, I know waaaay more teachers in these United States who are incredible in how they educate than not…and I have picked up these tested and true methods along my scientific and educational journey that work in most any classroom: 1) Make a connection to each and every student. They all matter…they all have a story…they all will listen and learn together if you care about them and show them to care about themselves and one another. 2) Let the students drive the classroom. Try not to call it YOUR classroom, it should be theirs or at least ours; feel lucky to get to be a part of their journey. Let your students set the rules, steer the curriculum within the standards, create the laboratories/ activities/assignments, and create or be an integral part of the assessments. 3) Be their educational guide. Try not to be an answer book; let them create the learning opportunities or concepts…even if it’s completely off-target. If mistakes are made, just be there to guide them away from misconceptions and toward hitting the standards. Usually those mistakes are what we call “learning.” The answer is never as important as the journey! 4) Have fun! When I was finishing up pre-teaching many (many) years ago, almost every veteran teacher or professor told me to not be friends with my students and also it was not my “job” to make class fun for the students. THEY WERE ALL WRONG! Have as much fun as you can every day! If the bell rings and the students want to stay and continue learning…I kind of think you are doing it right! 5) Be THE professional in your field of study. Sure you have hundreds of clock hours in educational credits, but do you have accomplishments in your particular field? Be the next guest presenter in their classroom! English teachers: write novels and get published! Music teachers: write music and get in the recording studio! History teachers: research in the field across the planet and document your findings along the way! Physical Education teachers: try out for local / minor league / professional sporting groups! Art teachers: create your own art shows! Science teachers: conduct your own research and get published! Share your professionalism with your students so they see you as a writer, musician, athlete, historian, or scientist…or better yet, do all these things WITH
23 your students and be professionals together! Once your students are active in their classroom, they stop calling it a classroom as it becomes a makerspace where they work on publishing their next short stories, their next musical scores, their next historical research documents, or their next scientific or engineering research projects. If you would like to know more about me, please visit my website: http://www.wehrdscience.com, or if you would like more information on transforming your classroom into their student-driven, research-based laboratory, please feel free to contact me via email anytime at WehrdScience@yahoo.com or follow on Twitter: @WehrdScience Jeffery Wehr has been a scientist and educator for 19 years. He has spent the last 12 years at Odessa High School, where he currently teaches Honors Integrated Science, Honors Biology, Honors Chemistry, Honors Physics, Computer Programming, and Honors Advanced STEM Research Laboratory. He taught the first six years of his career at J-I High School in Montana. Jeff is more than a science and engineering teacher; he strives to create scientists and engineers. He and his wife, Julie, are Odessa’s secondary science department utilizing a student driven, research-based methodology in their courses. Jeff founded the Advanced STEM Research Laboratory 17 years ago, where his students conduct internationally recognized independent research. Jeff’s teaching methodology has earned him the Presidential
Award for Excellence in Mathematics and Science Teaching, the Department of Education’s American Star of Teaching Award, the Washington State Regional Teacher of the Year, the National Siemens Founder’s Award for STEM Research, and the National Junior Science and Humanities STEM Research Award. Jeff earned a B.A. in zoological biology, a B.A. in environmental biology, and a minor in music composition from the University of Montana. He earned his M.S. in physics/science education from Montana State University. He received his professional certification in secondary science teaching in Montana and Washington. He is a member of the Sigma Xi Scientific Research Society, the American Association for the Advancement of Science, the Society for Science and the Public, the National Teachers of the Year Network, National Science Teachers Association, the Northwest Professional Educators, and the Washington State Science Teachers Association.
24
With this special edition of our LASER eNewsletter, we recognize the immeasurable contributions of Washington State LASER Co-Director Jeff Estes, who retired at the end of 2016. We hope that you enjoy reading about his impact from his colleagues and peers who have worked with him since LASER's inception. Pacific Northwest National Laboratory (PNNL) has named Evangelina Galvan Shreeve their new Director of STEM Education and Outreach. We look forward to collaborating with Ms. Shreeve as we continue to improve science and STEM education across Washington.
Sonia Siegel Vexler I met Jeff many years before Washington State LASER was formed. He was at the Hanford Science Museum and I was establishing a hands-on outreach program for Snohomish County Public Utility District. I flew to Richland to learn from Jeff what successful programs looked like. He was gracious and unassuming. Throughout the years our paths crossed at science education meetings. I really got to know Jeff when I became part of the Washington State LASER Leadership Team. As I worked with Jeff I learned new things about him. He is a visionary. He is an innovator. He forces you to think and to think outside the box. He is a deep thinker. He is highly respected. He challenges your thoughts but always in a nice way. He can edit a paper like no one else. His job is not defined by work hours. He is nationally recognized for his work in science and STEM education. He created a roadmap with multiple routes by which schools and districts would be able to be successful in science and STEM education.
In many ways, Jeff was the glue that held the Leadership Team together with his passion for highly effective trained teachers and students having the knowledge and skills needed to be successful in school and in life. It was my pleasure and honor to be co-director of Washington State LASER with Jeff Estes. He is a friend who has strengthened and advanced STEM education in our state and in our nation.
25
Dennis Schatz If you've worked with Jeff, you know he is usually not the first person to speak up in a meeting. When he does speak up, he has thoughtfully considered multiple sides of the conversation and speaks based on evidence. He is who you want on your team. If you've worked with Jeff, you know he does not move from one educational fad to another. He is persistent. He looks to see what is effective in existing programs, yet is nimble enough in his thinking to incorporate new strategies when they prove their efficacy. He is who you want on your team. If you've worked with Jeff, you know how considerate he is of others. He listens to make sure he understands others' perspectives, before presenting his views. He is who you want on your team. If you've worked with Jeff, you know his name doesn't have to be at the top of the list. He makes sure recognition goes to those who do the majority of the work. He is who you want on your team.
I have had the honor to work with Jeff for more than 25 years, and know that his thoughtful, persistent, considerate and humble nature will be missed by me and all the people associated with the Pacific Northwest National Laboratory, Washington State LASER, the State of Washington, and by all the other individuals who have interacted with him over his long career as a STEM educator and leader.
Peggy Willcuts Can you imagine a catalyst so powerful that it changes the lives of students, educators, and the community all across a region? Jeff Estes is that catalyst. In the Mid-Columbia region (SE Washington), he has helped create quite an impact. About 5 years ago, he was given the charge by his boss at the Pacific Northwest National Laboratory to identify a Big Hairy Audacious Goal (BHAG) that would fill gaps in equitable access to high-quality STEM education offerings for students, educators, and the community. He gathered a willing team of folks who believed in the vision. They came
from formal and informal education at the K-12 and higher education levels. Others joined in from business and industry and together they created the MidColumbia STEM Education Collaboratory - a model for addressing localized STEM education and workforce challenges. Because a key tenet of the Collaboratory is the belief that organizations with a common vision can accomplish more by working in concert with one another, to date they have created 50+ new STEM learning opportunities; increased the capacity of K-12 educators and community leaders in bothcomputer science literacy and Family Engineering while also providing public access to over 100 field-tested and documented tools for teaching STEM. And it all started with Jeff Estes, the consummate catalyst...
26
Ellen Ebert I first met Jeff Estes when I came to Washington state in 2010 as the Learning and Teaching Science Director at OSPI. From the very first moment that I met Jeff, I knew that I was with a person who was dedicated, passionate, and keenly interested in science education for teachers and students in our state. Jeff tutored me about LASER. He tutored me on the change process (hope isn't a strategy). He tutored me on vision and progress of science education as it developed across Washington over the last 15 years. When we were writing and reviewing the Next Generation Science Standards (NGSS), Jeff was instrumental in helping pull together resources across the state to support teachers in the process of doing the review. As a precursor to adoption of the NGSS, Jeff presented to the State Board of Education emphasizing the importance of the new standards as the critical foundation for STEM education in the 21st century. I cannot overstate his commitment and contribution
to Washington's adoption and transition to the NGSS as Washington State Science Learning Standards (WSSLS). To say that Jeff has had a handprint on science education probably does not capture the essence of who Jeff is and how much he has contributed to science education, to Washington teachers and school districts, and to institutions and organizations across the state and to those of us who have been privileged to work with him. And on top of that, Jeff is a really nice person! I have only known Jeff to be consistently optimistic and forward thinking. He has always been available by phone or in person to give time to listen and brainstorm. I certainly will miss Jeff personally, but as the state science director, I will keenly miss his expertise and support.
Jacob Clark Blickenstaff I joined Washington State LASER just over three years ago, and that is where my time as a colleague and collaborator with Jeff Estes begins. I can say with confidence that no one is more dedicated to the cause of improving STEM education in Washington, and Jeff's actions over the last three decades are testament to that commitment. I have been the grateful recipient of many book recommendations (when does he find the time to read them all?) and learned more about the context and connections in the local education community from Jeff than from any other source. From Cape Flattery to Clarkston and from Vancouver to Coleville, kids in Washington have received better STEM education because of Jeff's work with LASER, PNNL, and the State Board of Education. I wish him all the best in his retirement, and look forward to carrying on the work he began.
Georgia Boatman As Jeff Estes embarks on the next great phase of his life, retirement, it feels appropriate to take a few minutes to reflect on his contributions to all of us in the Washington State science education network. Jeff has been a real leader for science education reform, being instrumental in bringing LASER to Washington and in guiding us as a network in developing a vision
for how science education could and should look for all of our students and their teachers. Beyond that, Jeff has helped us to craft and execute a real and actionable plan for how to make that vision a reality. He has helped us, as a state, think about what quality instructional materials should be and how we can be sure they are available to all students. Even more importantly he has
27 helped us to realize that quality instruction, supported by exemplary professional learning is the biggest contribution we can make to assuring that every student has a teacher that is prepared and excited to help their students learn in science and STEM. He has changed, in a fundamental way, what we all see as important and worthy in science and STEM education. But let me give you a personal perspective as someone who he has influenced and mentored for the past 20 years. My guess is that many of you share this same perspective and experience of Jeff. In 1996 Jeff invited me, just a plain old elementary classroom teacher to participate in Science Alive at Pacific Northwest National Laboratory. That invitation and the subsequent professional learning experiences he made possible have changed the trajectory of my career and, in fact of the way I view teaching and learning. After Science Alive Jeff once again issued me an invitation to participate in a learning experience at PNNL, the Partnership for Arid Lands Stewardship (PALS). Again, my understanding of science and science teaching and learning grew. And again he gave me the opportunity to keep learning and deepening my expertise in the Department of Energy ACTS program,
a 3 year program where a small cadre of elementary teachers worked directly with PNNL scientists to understand the geology and biology of the shrub steppe and then write curriculum enhancements based on that learning. Jeff provided the opportunity and another life and career changer for me. He was instrumental in my hiring as a Regional Science Coordinator at ESD 123 and, while he would say that was all me, I know it was because he went to bat for me, a plain old elementary classroom teacher. He saw something in me that I didn't see in myself. For that kind of vision I will always be grateful. Jeff often says that he learns as much from me as I learn from him and that we are all learning together. I am not sure that this is entirely true but it is a gracious thing to say, nonetheless. In my mind, that is Jeff's true gift and lasting contribution to us all. He sees not only the potential for excellence in the science education system, but he sees the potential for excellence in people. His ability to see the potential in each of us has moved science and STEM education forward, and has made us all better at this work.
Washington State LASER is Co-Led by:
Funding for Washington State LASER provided by:
For more info about Washington State LASER check out our website, follow us on Twitter or like us on Facebook.
Washington State LASER, c/o Pacific Science Center,200 Second Avenue North, Seattle, WA 98109
28
Science Brews-Learn about science, food, agriculture, environment and enjoy an evening…
written by Carmon Kardokus
Science Brews is coming to Olympia! WSTA will be hosting a series of informal science talks in a brewpub atmosphere in Region 7 this spring. The purpose of these talks is to bring interested community members together around a local science topic. Attendees can engage in a fun atmosphere and learn about science at the same time! The hope is that people can connect with a topic related to their teaching or simply one of interest and increase their learning. Another goal of this science venture is to help meet the professional development needs of formal and informal educators. Many teachers have a difficult time accessing funds or time to attend traditional professional development opportunities. These talks provide bite size pieces of PD that educators may be able to take back to their classrooms. The following is a list of our speakers and a bit about their topics. Cheers! Adaptation: Responding to an Uncertain and Changing Climate Paul J. Pickett, P.E. (March 7) Emissions of greenhouse gasses are altering the earth’s heat balance. Because efforts to stabilize emissions are likely to take many decades, and because this process takes decades to reach equilibrium, the climate is on a trajectory for significant changes in our planet’s climate over the course of this century regardless of our success in controlling emissions. These changes are likely to impact our environment, society, and economy in a variety of ways. To minimize the harm to our ecosystems, communities, and health, it’s critical that we reduce our vulnerability to impacts by developing strategies to adapt to a changing climate. This talk will explore the impacts expected in the Pacific Northwest, some of the adaptation strategies being considered, and the challenges of communicating about adaptation
and building adaptation into our government policies and regulations. Paul Pickett is an Environmental Engineer in the Department of Ecology’s Environmental Assessment Program. Since 1988 he’s worked on the characterization and modeling of water quality and hydrology, including the impacts of pollution and flow alteration, and he coordinates the Ecology Climate Science Network. Paul earned a Bachelor of Science in Renewable Natural Resources in 1984 and a Masters of Engineering in Environmental Civil Engineering in 1989, both from the University of California at Davis. He taught water management and climate change classes at The Evergreen State College for many years, and also served two terms as the elected Commissioner of Thurston Public Utility District, a public water utility. Olympia High School Freedom Farmers (April 11) Blue Peetz Program Director Blue will be introducing and explaining the goals of the Freedom Farmers program at Olympia High School. He will also be highlighting their current project working with WSU to utilize best farming practices. Blue will be discussing efforts to use Biochar, perennial grasses and farm animals to enhance soil carbon. Bees, Plants and Pollinators (May 9) Laurie Pyne President of Olympia Beekeepers Association Laurie will be talking about global and local issues related to bees and their plight. She will discuss bee
29 importance to plants as pollinators. Washington Mussel Watch: Citizen Science Volunteers Helping Monitor Nearshore Contamination in Puget Sound (June 6) Jennifer Lanksbury Toxics-focused Biological Observing System (T-BiOS) Washington Department of Fish & Wildlife Washington Mussel Watch: Citizen Science Volunteers Helping Monitor Nearshore Contamination in Puget Sound There is a new environmental program, led by the Washington Department of Fish and Wildlife (WDFW), that monitors toxic contaminants in the Puget Sound nearshore using transplanted mussels. This largescale monitoring effort occurs biennially during the winter months and relies heavily on the help of citizen science volunteers to deploy and collect the mussels
from beaches all over Puget Sound. WDFW analyzes the mussel tissues and reports on the extent and magnitude of contamination from hydrocarbons (e.g. fossil fuels), polychlorinated biphenyls (PCBs), flame retardant chemicals, pesticides and metals. Findings to date indicate toxic contaminants are making their way into the nearshore food web of the Puget Sound, especially along shorelines adjacent to highly urbanized areas. Help is always needed and new volunteers are welcome for the next round of monitoring in 2017/18. Here is our website: http://wdfw.wa.gov/conservation/ research/projects/marine_toxics/index.html Jennifer Lanksbury Toxics-focused Biological Observing System (T-BiOS) Washington Department of Fish & Wildlife
WSTA PRESENTS.... OLY SCIENCE BREWS
30
WSTA Mission and Goals The Washington Science Teachers Association is an organization dedicated to advocating and promoting quality science education at all levels of instruction. Our goals include: 1. Promoting professional knowledge and growth. 2. Maintaining an ongoing communication network for science educators. 3. Exploring and supporting curriculum development.
To help meet these goals, WSTA does the following: Maintains an active website (www.wsta.net) with the latest information on science education and professional development, and an on line learning center. Produces the WSTA Quarterly Journal and newsletter with the latest information on Science Education in the State and Nation. Provides direct notification, through the website and email on professional development from a variety of sources and for all grade levels and subjects.
4. Recognizing and rewarding excellence.
An organized voice promoting science education in Olympia
5. Creating public awareness of the importance of quality science education.
Conducts ongoing up to date Professional Development on implementing the Next Generation Science Standards.
6. Forming an organized voice on pertinent legislative policies and issues.
We always welcome your membership and encourage you to become actively involved!
Ongoing activities that WSTA is conducting to serve you by meeting our goals include (please readthrough this issue to get details on many of these activities): • Regional reps make personal contact with each regional member annually to update them on WSTA activities and solicit their ideas for professional development and other support. • Develop and provide low-cost or free, serious professional development on the next generation science standards, most recently on the Biology End of Course Exam and Collection of Evidence; and the “Progression through the Waves” on Physical Sciences standards relating to wave functions. • Working with our representatives at OSPI to help ensure quality implementation of the NGSS and of assessment, WSTA members are routinely on the teams for assessment development and review and provide input to OSPI on quality assessment. • Presented another successful WSTA Annual Conference in Shoreline in October 2015 to more than 200 teachers and educational administrators. • Actively planning the next WSTA Annual Conference October 22 to 24, 2017 at Chiawana High School in Pasco. • Provide support and a presence at the NSTA Regional in Portland THIS November 10th through 12th…come and see us!!! • Helping at the NSTA regional not only helps you directly but provides financial support to WSTA from NSTA to help replace revenue lost from our normal conference. • Provide thousands of dollars in science teacher awards and in scholarships to pre-service and new teachers!
We want to serve all of you better. Please follow the link and fill out the survey in the article on WSTA Professional Development Survey and let us know what you need. Go to the website for information and TELL US what more you want on there. And TELL US what more you want out of your membership! John McNamara 509-592-0099 mcnamjpt205@frontier.
31
WSTA Board Elections 2017 Election Information Members of the WSTA Board of Directors are mission driven. Our mission is to: •Promoting professional knowledge and growth. •Establishing a communication network. •Exploring curriculum development. •Recognizing and rewarding excellence. •Creating public awareness of the importance of quality science education. •Forming an organized voice on pertinent legislative policies and issues. There are 6 elected Board positions and many opportunities to serve on ad hoc committees to provide service to fellow teacher of science such as professional development, implementing the WSSLS (aka NGSS), formative assessment, state summative tests, and assisting in our yearly conference. Candidates for the 6 elected positions must submit the following WSTA Board Candidate Nomination Form by March 24, 2017. Elections will follow and the winning candidates will be congratulated by April 28, 2016. These are the 6 positions open for election this year. President- Elect Recording Secretary 4 Regional Representatives Region 4 (ESD 105 Area) Region 5 (ESD 189 Area) Region 6 (ESD 121 Pierce County Area) Region 7 (ESD 113 Area) Regional Representatives are the voice of the membership in their regions. Regional Reps provide professional development within their region and the State on a variety of current topics. The elected Representatives must be able to attend 4-5 meetings per year and the annual retreat in August. These are 3 year positions beginning in May 2017-May 2019. Please complete the online WSTA Board Candidate Nomination Form (link below) no later than March 24, 2017. If you have any questions, please contact Andy Boyd at boydscience@gmail.com Online Candidate Nomination Form
Electronic Ballots will be sent out April 10 and will close April 25, 2017.
32
33
Roster of the Board
written by Judy Shaw
Executive Committee President
ROY BEVEN
rbeven@fidalgo.net
President-Elect ANDY BOYD boydscience@gmail.com 509-592-7103 Treasurer KAREN MADSEN madsenkp@gmail.com 425-231-9934 Recording Secretary DANA MARSDEN marsdee@gmail.com 206-293-3144 Executive Secretary JUDY SHAW shaw9@comcast.net 253-709-5282
Regional Representatives Region 1 (ESD 101)
Nominate someone from the ESD 101 Region, or volunteer to run!
Region 2 (ESD 123)
MARY MOORE
marymoore11@charter.net
509-521-6663 Region 3 (ESD 171)
KATE LINDHOLM
katestevelind@yahoo.com
Region 4 (ESD 105)
MIDGE YERGEN
yergenm@wvsd208.org
509-961-0727 Region 5 (ESD 189)
JONATHAN FROSTAD
jfrostad@gmail.com
360-630-0015 Region 6 (ESD 121) DON PRUETT puyalluppruett@hotmail.com 253-389-3058 Region 7 (ESD 113)
CARMEN KARDOKUS
carkar@flamingmoon.com
1-916-521-0343 Region 8 (ESD 112)
MARK WATRIN
watrin.mark@battlegrounps.org
360-980-2479
34 Region 9 (ESD 114)
BRANDI HAGEMAN
bhageman2012@gmail.com
360-701-2546 Region 10 (ESD 121)
LISA (CHI) CHEN
chili_888@yahoo.com
206-295-0206
Appointed Positions Business & Industry
DAVID REID
reidpse@hotmail.com
425-742-5332 Professional Development
LOIS SHERWOOD
lolo.sherwood@gmail.com
360-301-1562 Clock-hour Designee CAROL SANDISON carols@solidnet.com 360-798-6200 Equal Opportunities in Science
PHYLLIS HARVE-BUSCHEL
pgharvey@uw.edu
301-210-3334 Member Services Coordinator
JOHN MCNAMARA
mcnamara@wsu.edu
509-592-0099 Informal Science Ed. Liaison
JACOB BLICKENSTAFF
jclarkblickenstaff@gmail.com
206-443-2903 Long Range Planner
ROBERT (BOB) SOTAK
bobsotak@gmail.com
253-229-7188 OSPI Science Representative
ELLEN EBERT
ellen.ebert@k12.wa.us
360-359-3767 TOTS Representative VANESSA HUNT huntv@cwu.edu 337-244-4210
ADHOC & Volunteers to the Board Ad Hoc ESD Rep
TAMMIE SCHRADER
tschrader@esd101.net
509-981-2588 Webmaster
RICK FLOREK
rkflorek@gmail.com
360-736-5904 Journal Editor (on contract)
KELLY LAVELLE
k.m.lavelle@hotmail.com
253-310-3299
WSTA Website
WWW.WSTA.COM
35
WSTA Regional Map of the State
5
9 7
10 6 8
3
4 8
1
2
Region 1: Nominate someone from the ESD 101 Region, or volunteer to run! Region 2: Mary Moore (Richland) mary.moore@rsd.edu Region 3: Kate Lindholm (Moses Lake) Klindolm@mlsd.wednet.edu Region 4: Midge Yergen(Yakima) yergenm@WVSD208.ORG Region 5: Jonathan Frostad (Anacortes) jfrostad@gmail.com Region 6: Don Pruett (Puyallup) don_pruett@sumnersd.org Region 7: Carmen Kardokus (Olympia) carkar@flamingmoon.com Region 8: Carol Sandison (Vancouver) carols@solidnet.com Region 9: Brandi Hageman (Port Townsend) bhageman@ptschools.org Region 10: Lisa Chen (Edmonds) chili_888@yahoo.com
Safer Airports with Millimeter Wave Imaging
CD Technology
Energy Storage
Transforming the World For 50 years, Battelle staff working at the Department of Energy’s Pacific Northwest National Laboratory in Richland have pushed the boundaries of science. We’ve moved technologies to market and reshaped the way we work and live. PNNL’s scientific discoveries and innovations have led to more fuel-efficient cars. Safer airports and borders. An electric power grid that is more reliable and efficient. And much more – all part of an effort to make our nation more secure and prosperous. Over the same half century, Battelle has been active in southeast Washington, investing heavily in civic, health and human services projects, the arts and most of all – in education. Battelle nurtures elementary, secondary and postsecondary school programs that emphasize science, technology, education and mathematics. We engage in innovative education collaborations such as Delta High School, the Hanford Reach Interpretive Center, Leadership and Assistance for Science Education Reform (LASER), Mathematics, Engineering and Science Achievement (MESA) and the Mid-Columbia STEM Education Collaboratory.
JOIN US IN SUPPORTING STEM EDUCATION.
www.pnnl.gov