california science test (cast) academy - caaspp · k–8 science instructional materials review ....

West WestEd.org

California Science Test (CAST)Academy

Training of Trainers

California Next Generation Science Standards and the California Science Test: Implications for Teaching and Learning

Spring 2018

1

West WestEd.org

2

California Science Test Academy Agenda

Session 1: Review the types and roles of assessments in a comprehensive science assessment program. Session 2: Review the California Next Generation Science Standards (CA NGSS), the role of phenomena, and multidimensional items. Session 3: Experience the California Science Test (CAST) training test items. Session 4: Reflect on the instructional demands for students and teachers illustrated by the CAST training test items.

West WestEd .org

Introductions

WestEd staff Educational Testing Service (ETS) staff California Department of Education (CDE) staff Participants—Who is here? • Grade level • Role

3

West WestEd .org

4

Overview of Materials Booklets

• Participant Booklet • Training Test Items Booklet • Training Test Scoring Guide Booklet • Appendix 1 (from the 2016 Science Framework for California Public Schools)

Loose handouts • Dimensions of the CA NGSS • Aligning the Training Test Items • Performance Expectations • Item Specifications

Slide deck Facilitator’s Guide (Draft)

West WestEd.org

Reflect . . . (1)

What word comes to mind when you think of the CA NGSS?

5

What word comes to mind when you think of the CA N,GSS? II 0 Poll is full and no longer accept ing responses • w performance earhn 'l c.ross. m ind .head M integration I~

.> centered expllor,~ c a 1. eng1 ng, 1nno\'at1ve .~ . ··f · , . Ml& v; century . d1 mens10,nal 1ntegratedl scary ~ in ormation c 1-• l ~ § tasKs proad. . (]J ·1 n n LI ·1 ry1:: ch.an~es test ~ I~

..c C stress mterac~iveu fun :';1 8 thinkingjodi a,~~, [E oveQNhelming c PI ex l1 S new phenomena E o ~ .§ -~ har:,ds a. ·t· exploration much 0 C o_ Q_ ,._engag ng (]J Q) •• exc1 Ing h.f d.ff , I It ache ul OE intere,sting• ·- wngqrous . S It . I l~~nvoluted :+-, a.. 8 d. , • , . U -o reat1nn9vat1on chan,ge , . t·t•· . _ -s . . h mens1ons (/) . . complicated 21st sc1en .1 .1c ~ E teac standards way relevancy engineering lea rning G

West WestEd .org

What word comes to mind when you think of the CA NGSS?

6

West WestEd.org

Reflect . . . (2)

What word comes to mind when you think of the CAST?

7



~~;1 When poll is active, respond at PollEv.com/caaspp � Text CAASPP to 22333 once to join [ "-r ]

~ unclear challenging accountability interactive 1.-1 .E _retal-wotrldd unpreparedd.tt· lt S' -1--1 adaptive b.O ~ ~1negrae . • I ICU IB C . baseV> c ~

fishingltest1 ng SC I e O cee~ w ngor -~ ~~ ~~ I t ime ong w1~• m,15tery Etest ~ .~~-~ unknown .!... .Jr t f (/)v,newt, ~E ~ ~ hard broken uhelp ,rs to u:J ~5'7a~{Y E~i:~E ·- clueless year excels IO~ 0 hear u ro ] overwhelming . 1 dataQ ~ unsurelengthx~ "- standardized ugh complicated ngss -~ro daunting can'~

�

.....,aJpp @ I West WestEd .org

8

West WeatEcl,arg

What the CAST Academy Is andIs Not The CAST Academy is: • An introduction to the CAST item types • An opportunity to reflect on the instructional implications of the new item types, for the teacher and student

The CAST Academy is not: • An introduction to the basics of the CA NGSS • A training focused on increasing science content knowledge

9

West WeatEcl,arg

Appoint a Table Spokesperson

Ensure that al l voices are heard. Be prepared to share with the larger group.

10

West WestEd.org

Session 1: Remembering the Roles of

Assessments

West WestEd .org

Objectives (1)

Develop a shared understanding of the intended purposes and uses of formative, interim/benchmark, and summative assessments. Understand the design of the CAST. Understand the role of performance tasks in providing robust evidence of student learning.

12

West WeatEcl,arg

Why a New Science Test?

New standards require new assessments of all types— formative, interim/benchmark, summative. The new standards represent significant shifts. • Previous standards included separate content and investigation/experimentation standards. • The CA NGSS is three-dimensional, integrating science and engineering practices, disciplinary core ideas, and crosscutting concepts.

13

How We Got Here: Key Events

2013 2014 2015 2016 20182017 2019

September California

State Board of Education

(SBE) adopts CA NGSS

January–February CA NGSS Framework

Focus Groups & Public Comment

March–May Science Leadership

Team develops State Implementation Plan

for CA NGSS

July Begin Science Assessment Stakeholder

Meetings

April– December CA NGSS Rollout Phase 1


November SBE adopts the Science Curriculum Framework

March SBE adopts

the California

Science Test


March–July CAST Pilot Test

March 2017–November 2018 K–8 Science Instructional Materials

Review

May– December CA NGSS Rollout Phase 4

October– December CA NGSS Rollout Phase 5

April–July CAST Field Test

May– June

Accelerating into CA NGSS

January–July CAST

Operational Test

We are

here

Legend: Board Action

Planning Professional Learning

Testing

14

West WeatEcl,arg

Examples of Science Assessments

California Science Test (CAST)

Classroom Observations

Field Study Investigations

Teacher-Created Tests/Quizzes

AP Exams

Publisher Tests Classroom

Discussions

End-of-Unit Tests Student-Developed

Models

Student Group Work

Student Portfolios

Controlled Experiments

Interim/BenchmarkAssessments

End-of-Course Exams

15

West WeatEcl,arg

Types of Assessments

One way assessments can be categorized is by how often they occur:

Short cycle (formative) • Day-by-day, ongoing

Medium cycle (interim/benchmark) • Approximately quarterly or every six weeks

Long cycle (summative) • At the end of a course, a semester, or a year

16

West WeatEcl,arg

17

Short Feedback Cycle—Formative Assessment Process Description: • “Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals.”²

Purposes: • Provide immediate or very rapid feedback to teachers and students.

• Provide evidence that can be used to adjust teaching and learning.

²Smarter Balanced: The Formative Assessment Process. 2015. Retrieved from http://www.smarterbalanced.org/wp-content/uploads/2015/09/Formative-Assessment-Process.pdf

West WeatEcl,arg

A Few Examples of Formative Science Assessments





AP Exams


Discussions


Models

Student Group Work

Student Portfolios



End-of-Course Exams

18

West WeatEcl,arg

Medium Feedback Cycle—Interim/Benchmark Assessment Description: • “Interim/benchmark assessments . . . address intermediate goals on the way to meeting end-of-year, or end-of-course goals. Typically administered quarterly or every six weeks, they cover a shorter period of instruction than long-cycle assessments and, consequently, provide more detail about student learning, although not enough to guide day-to-day teaching and learning.”³ Purposes: • Monitor students’ academic progress toward longer-term goals. • Inform school improvement planning. ³2016 Science Framework for California Public Schools, Chapter 9 Assessment

19

West WeatEcl,arg

A Few Examples of Interim/Benchmark Science Assessments





AP Exams


Discussions


Models

Student Group Work

Student Portfolios



End-of-Course Exams

20

West WeatEcl,arg

Long Feedback Cycle—Summative Assessment Description: • May be referred to as a “culminating assessment” or an “end-of-course” assessment

• Provides information on students’ knowledge and skills relative to learning standards • May be used for “high-stakes” purposes Purposes: • Provide an overall description of students’ learning status. • Monitor and evaluate student achievement at the group level. • Inform program-level and school-improvement planning.

21

West WeatEcl,arg

A Few Examples of Summative Science Assessments



Field StudyInvestigations


AP Exams

Publisher Tests

End-of-Unit Tests

Classroom Discussions

Student-Developed Models

End-of-Course Exams


Portfolios


Student

Student Group Work

22

West WeatEcl,arg

23

From Assessment Types to Item Types Different item types elicit different information about student learning and can be used for different purposes. Some example item types include: • Selected response (e.g., multiple choice single select, multiple select) • Fill-in-blank • Technology-enhanced items (e.g., drag and drop, inline choice, simulation) • Constructed response • Performance task (i.e., a set of items with a common stimulus)

West WestEd.org

CAST Operational Test Design (1) Assessment Segment A

Assessment Segment B

Assessment Segment C

Scope and Depth of

Measurement

Measures a broad sample of

CA NGSS performance

expectations (PEs)

Deep measurement of a

targeted sample of a few PEs provided in item sets

Broad and deep— full range of

measurement of PEs for each

grade span.

Number of Items

32 to 34 discrete (stand-

alone) items

2 performance tasks with 4 to 6 items each

1 performance task with 4 to 6

items OR 6 to 7 discrete (stand-

alone) items See also page 6 of the Participant Booklet.

24

West WestEd.org

CAST Operational Test Design (2) Assessment Segment A

Assessment Segment B

Assessment Segment C

Reporting Level

Contributes to student and group scores

Contributes to student and group scores

Contributes to group scores

Type of Items

Includes selected-response, technology-

enhanced, machine-scorable items

Two 4- to 6-item PTs (item sets)—includes selected-response, technology-enhanced, and constructed response items

Includes selected-response, technology-enhanced items (like

segment A) OR a single PT (like segment B)

PEs Measured by Grade/ Grade Span

Grade 5: G3–5 PEs* Grade 8: G6–8 PEs Grades 10, 11, or 12: G9–12 PEs



*also includes the foundational concepts introduced in K–G2

25

West WestEd.org

Why Performance Tasks?

READ: Performance Tasks from 2016 Science Framework for California Public Schools, page 7, in the Participant Booklet.

DO: Mark 2–3 of the most important words and/or phrases (highlight, underline, or circle).

26

West WeatEcl,arg

Key Phrases

. . . assess a single PE or a bundle of related PEs . . . . . . centered around phenomena . . . . . . use and apply what they know . . . . . . conduct science and engineering within the classroom . . .

2016 Science Framework for California Public Schools, Chapter 9, pp.13-14.

27

West WeatEcl,arg

Reflect

Talk Listen

Reflect and Share: Performance Tasks

What is the value to both teachers and students of using performance tasks in science assessments?

• How might evidence gathered from a performance task differ from evidence provided by discrete (standalone) items?

• What is the value to both teachers and students of using performance tasks as formative, interim/benchmark, and summative assessments?

Capture your thinking in the Performance Tasks graphic organizer (p. 8 in the Participant Booklet). Share your thoughts at your tables.

28

West WestEd.org

Session 2: Review the CA NGSS, Role of Phenomena, and Concept ofMultidimensional Items

West WestEd.org

Objectives (2)

Understand the organization of the CA NGSS. Examine the structure of a CA NGSS performance expectation (PE) and deconstruct each dimension.

Analyze a multidimensional item. Recognize the role of phenomena in instruction and assessment of the CA NGSS.

Examine a CAST item specification and understand the role of item specifications in the development of the CAST.

30

West WestEd.org

Three Dimensions of the CA NGSS The Science and Engineering

Practices are what scientists and engineers DO.

The Disciplinary Core Ideas are what scientists and engineers KNOW.

The Crosscutting Concepts are how scientists and engineers THINK.

*

*The CA NGSS logo is a registered trademark of Achieve.

31

West WestEd .org

Science and EngineeringPractices (SEPs) The CA NGSS contain eight SEPs that develop across the grade bands: 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information

32

West WestEd .org

Domains of the Disciplinary Core Ideas

Physical Sciences Life Sciences Earth and Space Sciences Engineering, Technology, and Application of Science

33

West WestEd .org

34

Disciplinary Core Ideas (DCIs) PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications

LS1: From Molecules to Organisms: Structures and Processes LS2: Ecosystems: Interactions, Energy, and Dynamics LS3: Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity

ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth and Human Activity

ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society

West WestEd .org

Crosscutting Concepts (CCCs)

The CA NGSS contain seven CCCs that develop across the grade bands: 1. Patterns 2. Cause and Effect 3. Scale, Proportion, and Quantity 4. Systems and System Models 5. Energy and Matter 6. Structure and Function 7. Stability and Change

35

West WestEd .org I

Analyze a Multidimensional Item

Read the item on page 10 of the Participant Booklet. Use the Dimensions of the NGSS handout to answer these questions. In order to respond correctly to the item: • Which SEP(s) would a student need to use? • Which DCI(s) would a student need to understand? • Which CCC(s) would a student need to apply?

A student filled a plastic cup with ice cubes and placed a lid on the cup. The empty cup with the lid weighed 20 grams. The cup with the lid and the ice cubes weighed 180 grams. The student used a hair dryer to gently heat the ice cubes. After all the ice melted, the student weighed the cup with the lid and the liquid water. The diagram shows the changes that took place.

Empty Cup with Lid ~ ~

~--------__...L.--::

After Heating ~ ------.c;:;: ~ ____...,__...L.--::

Complete the bar graph to show the weight of the ice cubes and the weight of the liquid water.

36

"' E I! .., C .. .c -~ ., 3:

200

180

160

140

120

100

80

60

Ice cubes Liquid water

West WestEd .org I

As a Table Group:Analyze a Multidimensional Item

In your table group: • Share your thoughts on the SEP(s), DCI(s), and CCC(s) assessed by the item.

• Discuss how the item gathers evidence of student understanding of each dimension.

A student filled a plastic cup with ice cubes and placed a lid on the cup. The empty cup with the lid weighed 20 grams. The cup with the lid and the ice cubes weighed 180 grams. The student used a hair dryer to gently heat the ice cubes. After all the ice melted, the student weighed the cup with the lid and the liquid water. The diagram shows the changes that took place.

Empty Cup with Lid ~~

~-------d--::::

After Heating ~~

~__________..--'_J.,,:

Complete the bar graph to show the weight of the ice cubes and the weight of the liquid water.

37

"' E f: 0)

.!: l: 0) ·.; 3:

200

180

160

140

120

100

80

60

Ice cubes Liquid water

Structure of a PE (1)

PE statementClarification StatementAssessment Boundary

Foundation Boxes

Also see Participant Booklet, page 11.

38

Structure of a PE (2) 5-PS1 Matter and its Interactions

Students who demonstrate understanding can

5-PS1-2 .. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary.- Assessment does not include distinguishing mass and wei ht

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education.-

s\.i,IClll\,,,,C' GIIU a;;;;;11y11n;c:.1111g

Practices Using Mathematics and Com utational Thinkin

Disci~lina!)'. Core Ideas

PS1 .A: Structure and Pro erties of Matter • The amount (weight) of

matter is conserved when it changes form, even in transit ions in which it seems to vanish .

PS1 .B: Chemical Reactions

• Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.

Crosscutting Concepts

Mathematical and computational th inking in 3-5 builds on K-2 experiences and progresses to extending quantitative measurements t a variety of physical properties and using computation and mathematics to analyze data and compare alternative

.e.sin solutions • Measure and graph

quantities such as weight to address scientific and engineering questions and problems

.,, __ _ CCC Grade-Band-Specific Bullet

DCI Grade-Band-Specific Bullet SEP Grade-Band Description

West WestEd.org I

SEP Grade-Band-Specific Bullet

Also see Participant Booklet, page 11.

39

West WestEd .org

As a Table Group: Deconstructing a PE

Discuss the following questions for the example PE, 5-PS1-2.

The PE statement: What does the PE statement reveal about how students are expected to combine practices, knowledge, and connections to crosscutting concepts?

The Clarification Statement and the Assessment Boundary: What are the implications of the Clarification Statement and the Assessment Boundary for instruction and for assessment?

The dimensions: How do the foundation boxes support the interpretation of the PE?

You may use the graphic organizer on page 12 of the Participant Booklet.

40

SE DC

CCC

West WestEd.org

As a Table Group: Deconstructing theDimensions of a PE

On poster paper or the large paper on your table, answer these questions: What are the discrete skills and knowledge in the PE? What would be evidence of student learning for each dimension of the PE?

The progressions in the Appendix 1 handout may be helpful.

41

West WestEd .org

Role of Phenomena in the CAST Design Scientific Phenomena

• Phenomena are observable events that occur in the universe that make you wonder “what,” “how,” or “why.”

• They must be engaging but don’t have to be phenomenal. • Provide opportunities for sense-making using an integration of the three dimensions to explain or make sense of the phenomenon.

Table groups: Generate a list of 2–3 phenomena that could be used in the classroom to facilitate student learning of the example PE, 5-PS1-2.


42

West WestEd .org

The CAST Item Characteristics

Items are set in a context suggested by a phenomenon.

Each item is multidimensional. A single item is unlikely to assess all components of each dimension of a PE.

43

CAST Item Specifications Tools for item writers

• Ensure items align with the claim made by the PE • Strategies for developing multidimensional items

Guides for reviewers • Alignment of items • Valid assessment of the PE

Tools for educators • Understanding the three-dimensional nature of the assessment

• Strategies for developing items for formative, interim/benchmark, and summative use in the classroom

Source: CAST Item Specifications and ECD Documentation 44

Code and Title

Performance Ex1pectati,on

Clarification Statement

Asse.ssment Boundary

Science a1n 1d E ngi neeri ng Practice:s:

Sub-Practice

Sub-Practice Assessment Targets

DCI Assessment 'Targets

CCC Assessment Tar-gets

PoiSs ilble Phenomena or Co,ntexts"'

Exam piles of Integration of Assessment T.a rgets. and

Evide•nce

Co,mmon Misconce1ptions"'

Additi:onall Assessment Boundaries

*No,t an exhaustive list

Disciplinary Core Ideas: 1Crosscutt i ng Conce•pts:

West I

Structure of the CAST Item Specifications

45

West WestEd .org

As a Table Group: Using theCAST Item Specification

Use the CAST item specification for 5-PS1-2 in your loose handouts to do the following: Compare the Assessment Targets for each dimension in the item specification to the discrete skills, knowledge, and evidence on your poster. Compare the Examples of Integration of Assessment Targets in the item specification to the example item. Consider any revisions to your deconstruction of the PE in light of the information in the item specification.

46

West WestEd .org

Reflect and Share Reflect

Talk Listen

How do you see yourself using the item specifications as a resource? What would be best uses of the item specifications? How might you use the item specifications to inform teaching and learning? Capture your thinking on page 16 in the Participant Booklet. Share your thoughts at your table.

47

West WestEd.org

Session 3: Experiencing and Analyzing the CAST Training Test Items

West WestEd.org

Objectives (3)

• Experience California Science Test (CAST) discrete items and performance tasks from the perspective of a student.

• Understand the design of CAST items and scoring rubrics.

• Understand the alignment of the items as an integration of multiple dimensions of a performance expectation.

• Reflect on the instructional demands for students and teachers illustrated by the CAST Training Test items.

49

50

The Test Development ProcessAssessment development

experts receive new items/PTs from item

writers

Assessment development experts

and accessibility expertsreview and revise

items/PTs

Educator participants

review items/PTs

Assessment development

experts reconcile recommended edits

CDE reviews/ approves items/PTs

Census Pilot/Field test

items/PTs

Educator participants review items with

field test data

CAST Item Review Copyright © 2018 by Educational Testing Service. All rights reserved

West WestEd.org

CAST Training Test Demo

Online training test: http://www.caaspp.org/practice-and-

training/index.html

51

http://www.caaspp.org/practice-and-training/index.html

West WestEd .org

Taking the Training Test

Individually and as a student, complete the grade five, grade eight, or high school training test items in the CAST Training Test Items booklet.

Consider these questions as you interact with the items: • How would your students react to items like these?

oWhat would they be good at? oWhat would they struggle with?

• How are phenomena used in the items and performance task?

52

West WestEd .org

Reflect: CAST Training Test Initial Reactions

Reflect on your experience with the items. • What would students need to know and/or experienceto successfully respond to these items that is differentthan for pre–CA NGSS items?

• How are the demands different for discrete items as compared to items grouped in a performance task?

• What potential barriers might special populations and other students, in general, encounter in the items?

Capture your thoughts on page 18 in the ParticipantBooklet.

53

West WestEd .org

As a Table Group:Debriefing the CAST Items

With your table group, begin to brainstorm a shared list. • What would students need to know and/or experience to successfully respond to these items that is different than for pre–CA NGSS items? • How are the demands different for discrete items as compared to items grouped in a performance task? • What potential barriers might special populations and other students, in general, encounter in the items?

You may use the graphic organizer on page 19 in the Participant Booklet.

54

West WestEd.org

Scoring Guide

The diagram shows how the fish and plants interact wit h each other in the fish tank.

Carbon Dioxide

Fish !Plants

Describe what would most likely ha ppen in the fish tank if the plants were removed . Enter your answer in the box provided .

3 Lake A 1-point response: M icrocosm Exemplar(s ):

• "If plants are gone there is no oxygen for the fish and the fi sh get sick or die." OR

• "Fish need oxygen from plants so if there are no plants fish could get hurt ." OR

• "Plants give oxygen t hat f ish need so if t here are no plants fish don't get enough oxygen and get sick or die."

Rubric: The student recognizes t hat if the plants are removed, the level of oxygen wou ld decrease and put the health of the fi sh at risk.

West WestEd.org

...

I

Scoring Terms Stimulus

Item

Exemplar and rubric

All terms are in Key Terms, page 28 in the Participant Booklet.

56

West WestEd .org

Scoring Your Responses

Use the Training Test Scoring Guide booklet to score your responses to the

items.

57

West WestEd .org

58

As a Table Group:Debriefing the Scoring Experience

• Discuss your scores for the constructed response item (grades five and eight) or items (high school). • Based on the scoring guide, what do students need to know and be able to do to successfully complete items like the training test items? • Edit or annotate your shared list as needed based on the table discussion. You may use the graphic organizer on page 20 of the Participant Booklet.

West WestEd.org

Aligning theCAST Training Test Items

For each item in the grade-level training test, fill in the Aligning the Task (#2) handout to indicate: • Which of the SEPs are students likely to use? • Which DCIs will students need to use? • Which of the CCCs are students likely use?

Item SEP DCI CCC 1 2

Refer to the handout, Dimensions of the CA NGSS (#1), for the list of SEPs, DCIs, and CCCs.

59

West WestEd .org

As a Table Group:Alignment Discussion

Discuss your alignments for each item and compare to the alignments in the Training Test Scoring Guide. • Remember—the overlapping and integrated nature of the dimensions means it’s sometimes possible to see more than one alignment.

Edit or annotate your shared list as needed based on the table discussion.

60

West WestEd .org

Reflect: Instructional Implications ofthe Scoring Process

Think about the training test items for your grade level and look back at your table’s shared list.

What kinds of learning experiences and assessment opportunities would support students’ success on items like these?

Make some notes on the graphic organizer on page 21 in the Participant Booklet and be ready to share with your table in Session 4.

61

West WestEd.org

Session 4: Implications of the CAST Item Types andTest Design for Teaching and Learning

West WestEd.org

Objectives (4)

• Reflect on the instructional implications and demands for teaching and learning to demonstrate success on items like those illustrated by the CAST Training Test.

• Consider ideas for developing CA NGSS–aligned lessons, formative assessment opportunities, and other types of assessments that will support all students’ learning and performance on the CAST.

63

West WestEd .org

64

As a Table Group:Share Instructional Implications

Share your reflections: • What kinds of learning experiences and assessment opportunities would support students’ success on items like these?

Review the loose handout #3, Instructional Shifts Required by the CA NGSS. • Discuss how these shifts align with your thinking about the learning experiences and assessment opportunities that would support your students.


West WestEd .org

As a Table Group:Learning Experiences andAssessment Opportunities Poster

Make a poster of ideas for learning experiences and assessment opportunities that support student progress toward the learning goals of the CA NGSS Briefly describe ideas for one to two new learning experiences you can implement for students in your setting. Describe how each new learning experience includes the use of a phenomenon and the integration of the three dimensions of the CA NGSS. Describe ideas for using assessments that can scaffold your students’ learning in the context of the new experiences.

65

West WestEd .org

Gallery Walk Visit each poster • Identify ideas that seem most relevant to your studentsand/or instructional context. Note these ideas in thegraphic organizer on page 25 in the Participant Booklet.• Use a sticky note to provide constructive feedback.

Return to your own poster • Review the feedback provided to your team.• Share ideas identified during the gallery walk that seemmost relevant.• Discuss any additions and/or revisions to your poster.

66

West WestEd .org

Reflect

Talk Listen

Closing Thoughts and Takeaways

Reflect on today’s session and discuss with your table group:• What strategies did you learn that are most relevant toyour classroom instruction or context?

• What ideas will you take back to the classroom, school,and/or LEA?

• What actions can you take to enhance your capacity tosupport effective teaching and learning of the CA NGSS?

Share ideas with larger group.You may use the graphic organizer on page 26 of the Participant Booklet.

67

West WestEd.org

Additional CAST Resources California Science Standards https://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp

2016 California Science Framework https://www.cde.ca.gov/ci/sc/cf/scifwprepubversion.asp

California Science Test https://www.cde.ca.gov/ta/tg/ca/caasppscience.asp

California Science Test Informational Video https://www.cde.ca.gov/ta/tg/ca/castpilotvideo.asp

California Science Test Administration http://www.caaspp.org/administration/about/science/

CAST Training Test http://www.caaspp.org/practice-and-training/

CAST Training Items Scoring Guides http://www.caaspp.org/ta-resources/practice-training.html

68

https://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp

https://www.cde.ca.gov/ci/sc/cf/scifwprepubversion.asp

https://www.cde.ca.gov/ta/tg/ca/caasppscience.asp

https://www.cde.ca.gov/ta/tg/ca/castpilotvideo.asp

http://www.caaspp.org/administration/about/science/

http://www.caaspp.org/practice-and-training/

http://www.caaspp.org/ta-resources/practice-training.html

West WestEd .org

Copyright Restrictions Permission is granted in advance for reproduction of these resources, in part or in their entirety, for the explicit use by educators to better understand the California Science Test. For any other purpose (including commercial enterprises), this resource, or portions thereof, may not be reproduced without permission from the California Department of Education. To obtain permission to reproduce the information (text or graphics) contained in this document, submit the specifics of your request in writing to the Copyright Program Office, Communications Division, California Department of Education, 1430 N Street, Suite 5602, Sacramento, CA 95814. Fax: 916-319-0100.

69

callto:916-319-0100

West WestEd.org

Thank you!

Please complete our evaluation form:http://bit.ly/CASTEval

70

http://bit.ly/CASTEval

california science test (cast) academy - caaspp · k–8 science instructional materials review ....

Documents