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CDE values your feedback as educators on the new CAST Interim Assessments.

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CDE values your feedback as educators on the new CAST Interim Assessments.

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Use the + symbol at the top of the column to post your comments.

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Use the + symbol at the top of the column to post your question(s) for Section 9.

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Use the + symbol at the top of the column to post your question(s) for Section 9.

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Use the + symbol at the top of the column to post your question(s) for Section 8.

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Use the + symbol at the top of the column to post your question(s) for Section 8.

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Use the + symbol at the top of the column to post your question(s) for Section 5.

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Use the + symbol at the top of the column to post your question(s) for Section 5.

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Use the + symbol at the top of the column to post your answers to the following questions. 

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Use the + symbol at the top of the column to post your answers to the following questions. 

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1. How does a CAST performance task compare to the types of assessments used in your classroom?

2. What types of strategies did you use to respond to the items?

3. Did any items in the task influence the way you responded to other items, including the CR?

4. How can you prepare students for this type of task?

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Use the + symbol at the top of the column to post your question(s) for Section 4.

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Use the + symbol at the top of the column to post your question(s) for Section 4.

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Use the + symbol at the top of the column to post your question(s) for Section 3.

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Use the + symbol at the top of the column to post your question(s) for Section 3.

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Use the + symbol at the top of the column to post your question(s) for Section 2.

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Use the + symbol at the top of the column to post your question(s) for Section 2.

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Use the + symbol at the top of the column to post your question(s) for Section 7.

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Use the + symbol at the top of the column to post your question(s) for Section 7.

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Please post technical issues or questions here. 

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Please post technical issues or questions here. 

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You should have received an email with a link to access the meeting materials. The link will also be shared in the chat periodically throughout the session.

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Use the + symbol at the top of the column to post your question(s) for Section 1.

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Use the + symbol at the top of the column to post your question(s) for Section 1.

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Use the + symbol at the top of the column to post your question(s) for Section 6.

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Use the + symbol at the top of the column to post your question(s) for Section 6.

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How to Read the Next Generation Science Standards (NGSS)

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How to Read the Next Generation Science Standards (NGSS)

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Test Operations Management System (TOMS) (Logon Required)

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Test Operations Management System (TOMS) (Logon Required)

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Please Log In

Enter your username and password to log into CAI online systems. Once you log in, you will automatically be directed to your selected system.

Need More Help?

If you forgot your password or need a new password, please use the Forgot Your Password? link to reset it.

LEA coordinators requiring additional assistance may contact the appropriate organization for support:

First Time User?

If you have not received your activation e-mail or if your link has expired, you may request a new link.
Request one now
Register for Tools for Teachers?

Tools for Teachers features classroom and professional learning resources created and approved by teachers. Click below to register.

The California assessment system is provided by Educational Testing Service for use by California LEAs.

For best performance, download the latest version of
Internet Explorer, Firefox, Chrome, or Safari.

By using or accessing this site, you agree to the
Terms and Conditions of Use.

The "California Management System" is an Internet site maintained by Educational Testing Service ("ETS") as a service to the California Department of Education ("CDE") for use in its California Assessment of Student Performance and Progress ("CAASPP") and English Language Proficiency Assessments for California ("ELPAC"). Access to and use of the California Management System Internet site ("the Site") are governed by federal and state law, including but not limited to the Family Educational Rights and Privacy Act (20 U.S.C.A. 1232g et seq.) ("FERPA"), the Information Practices Act of 1977 (Cal. Civ. Code 1798.1 et seq.), Education Code 49076, and Education Code 60604-60618 and 60640 et seq., and Title 5, California Code of Regulations 851-875.

Only duly authorized employees or agents of the CDE, an authorized school district or an authorized, independently testing charter school (generally "local educational agency" or "LEA") may properly and lawfully access the Site. The undersigned party ("User") hereby acknowledges and represents that it has been designated and authorized by the CDE or appropriate LEA authority to access the Site, and that the Users employees and agents accessing the Site have a need to know the data provided through the Site for a legitimate business and educational purpose of the LEA or CDE, and have a legitimate educational interest for each instance of access and use of the Site.

1. Create User Authority.
You have created your own user credentials (i.e., set your own password and security questions/responses for use of the Site) and have not shared, or have received from others in your LEA or the CDE, usernames and/or passwords from other users.

2. Stopping Access.
If your authority or access is changed or eliminated by your LEA or the CDE, you agree to immediately stop using the Site.

3. Data Protection.
User shall treat as confidential all data and information received through the Site according to the requirements of state and federal laws.

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Enter your username and password to log into CAI online systems. Once you log in, you will automatically be directed to your selected system. If you forgot your password or need a new password, please use the Forgot Your Password? link to reset it.

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NGSS Standards

On September 4, 2013, the SBE adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA NGSS) as required by California Education Code 60605.85. The NGSS Appendices A-M were also adopted to assist teachers in the implementation of the new science standards and to aid in the development of the new science curriculum framework.

The SBE-adopted California Next Generation Science Standards (CA NGSS) can be viewed below by grade level Disciplinary Core Ideas (DCI): Life Sciences, Earth and Space Sciences, and Physical Sciences or by grade level Topic (e.g., Chemical Reactions, Structure and Function, or Space Systems).

For information on how to read the standards and implement the standards, please read How to Read CA NGSS (PDF) or consult the 2016 Science Framework or visit the Adopting and Implementing NGSS page. For questions about the CA NGSS and 2016 Science Framework, contact the Curriculum Frameworks and Instructional Resources Division (CFIRD) at cfird@cde.ca.gov or 916-319-0881.

Kindergarten through Grade Five Standards

Standards Arranged by Disciplinary Core Ideas (Life, Earth and Space, and Physical Science)

Grades Six through Eight Standards

On November 6, 2013, the SBE approved the Science Expert Panel's (SEP) recommended Integrated Learning Progression model as the preferred model for middle grades six through eight. At the same November meeting, the SBE approved a recommendation by the SSPI to reconvene the SEP in order "to develop ... as an alternative model ... a discipline specific model" for the grade span of six through eight based on Achieve's domains model in Appendix K.

In December 2013, the SEP reconvened to develop an alternative domain specific course model.

The documents below provide middle school educators the rationale for the CA NGSS Integrated Learning Progression Course for middle grades six through eight and the Alternative Discipline Specific Course for grades six through eight. The documents also describe learning progressions for each grade level.

Integrated Learning Progression Model (PDF)
This document provides middle school educators the rationale for the Integrated Learning Progression Course arrangement of standards developed by the California Science Expert Panel. Documents containing the standards for each grade level are below.

Discipline Specific Model (PDF)
This document provides middle school educators the rationale for the Discipline Specific Course arrangement. Documents containing the standards for each grade level are below.

Integrated Model Standards Arranged by Disciplinary Core Ideas

Discipline Specific Model Standards

Grades Nine through Twelve Standards

Standards Arranged by Disciplinary Core Ideas (Life, Earth and Space, and Physical Science)

NGSS Appendices A-M

The NGSS Appendices A-M were adopted to assist teachers in the implementation of NGSS and in the development of the new science curriculum framework.

Questions: Curriculum Frameworks and Instructional Resources Division | cfird@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, September 26, 2023

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NGSS for California Public Schools, K-12

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In 2013, the State Board of Education (SBE) adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve.

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CAASPP and ELPAC Interim Assessments At-a-Glance

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CAASPP and ELPAC Interim Assessments At-a-Glance

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Select the performance task you would like to engage with.

–Grade four—PS

–Middle school—ESS

Engineering, Technology, and Applications of Science (ETS) Focus

–High school—LS

1. Select [Participants], located in the bottom toolbar of the meeting window.

2. Hover over your name and select [More].

3. Select Rename and add the science domain (PS, ESS, LS) you would like to review to the beginning of your name.

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You will receive an email with an evaluation survey and verification of attendance for each of the sessions you have attended. If you do not receive the email by the end of the day tomorrow, email CalTrainings@WestEd.org for assistance.

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CAASPP and ELPAC Interim Assessments by Grade

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CAASPP and ELPAC Interim Assessments by Grade

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Upcoming and On-Demand Training Opportunities

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Upcoming and On-Demand Training Opportunities

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For more information on upcoming and on-demand training opportunities, including additional sessions in the 2024 Interim and Formative Assessment Training Series, please visit https://www.caaspp-elpac.org/training-and-communication/training/upcoming-and-on-demand

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Training opportunities are available for CAASPP and ELPAC coordinators, classroom educators, and other roles. Note that most live trainings are recorded, and recordings will be available around one to two weeks after taking place live; these recordings will be added to this page and can be found by selecting the "All Trainings and Recordings (A-Z)" toggle. For trainings that are designed to be asynchronous and available year-round, access the On-Demand Trainings & Modules section on this page.

For online trainings, tutorials, and certifications for administering the CAASPP and ELPAC, visit the Test Administration Trainings and Tutorials web page.

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Registration information, dates, and materials for training opportunities that are available for CAASPP and ELPAC coordinators, classroom educators, and other roles.

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California Educator Reporting System Resources

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California Educator Reporting System Resources

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California Educator Reporting System Resources

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The California Educator Reporting System (CERS) allows teachers and administrators to access their students’ individual and aggregate test results from state summative and interim assessments.

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We've detected that Javascript is not enabled. It is required for an optimal survey taking experience.
Please check your browser's settings and make sure Javascript is turned on. Learn how to enable Javascript.

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2024 Interim and Formative Assessment Training Series Evaluation Form

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2024 Interim and Formative Assessment Training Series Evaluation Form.

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Use the + symbol at the top of the column to post your answers to the following questions. 

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Use the + symbol at the top of the column to post your answers to the following questions. 

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1. How do you see yourself using the CAST Interim Assessments in your classroom?

2. What kinds of decisions do you think these assessments can help you make that inform teaching and learning in your classroom?

3. At what point or points in the year would these assessments be most useful to you?

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Use the + symbol at the top of the column to post your answers to the following questions. 

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Use the + symbol at the top of the column to post your answers to the following questions. 

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1. How do these annotated student samples inform your understanding of the expectations of the CR item described in the item-specific rubric?

2. What was surprising or challenging about the scored annotated responses?

3. What teaching and learning strategies can be used to help students develop the knowledge and skills needed to meaningfully engage with the CR items in the performance tasks?​ How do the annotated student responses and item-specific rubric inform those strategies?

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Dear California Educators:

Registration is now open for the 2024-25 Introduction to the California Educator Reporting System (CERS) online training. Beginning in July 2024 and continuing through October 2024, two types of training will be offered for specific audiences.

Introduction to CERS for Test Coordinators and Administrators

This three-hour online training is designed for staff who have a local educational agency (LEA) or site coordinator role in the Test Operations Management System (TOMS) and are responsible for managing access to CERS for other LEA staff members. The session will include opportunities for attendees to practice using various features of CERS. Topics covered include:

an overview of CERS features, including administrator tools;

how to access individual and group summative assessment results;

key features available for viewing assessment results for ELA, mathematics, CAST, and ELPAC interim assessments;

resources available to help provide support for staff who want to know more about CERS; and

procedures for giving LEA staff the access they need to view student results.

The following training session dates are available:

Thursday, July 25, 2024, 8:30 to 11:30 a.m.

Tuesday, October 8, 2024, 8:30 to 11:30 a.m.

During this training, CERS features will be shown using the CERS Sandbox training tool, which is free and publicly available using fictitious students and data. Access to the live CERS environment during the training session will not be required.

Register for Introduction to CERS for Test Coordinators and Administrators.

Introduction to CERS for Teachers

This two-hour online training is designed for LEA staff who have or will have access to CERS assessment results, i.e., teachers who have students rostered in the system, and other LEA staff who are interested in using CERS. The session will include opportunities for attendees to practice using various features of CERS. Topics covered include:

an overview of CERS features;

how to access individual and group summative assessment results;

key features available for viewing assessment results for ELA, mathematics, CAST, and ELPAC interim assessments;

creating customized student groups within CERS; and

resources available to support classroom instruction.

The following training session dates are available:

Tuesday, August 13, 2024, 1 to 3 p.m.

Tuesday, October 8, 2024, 3:30 to 5:30 p.m.

During this training, the CERS features will be shown using the CERS Sandbox training tool, which is free and publicly available using fictitious students and data. Access to the live CERS environment during the training session will not be required.

Register for the Introduction to CERS for Teachers.

New in 2024-25: CERS Microlearning!

The 2024-25 Introduction to CERS training recordings will be posted as a series of short videos, referred to as "microlearning." Microlearning offers a more convenient way for adult learners to gain knowledge by breaking down information into bite-sized units. Microlearning recordings allow educators the flexibility to watch the entire training all the way through or to view specific topics without having to view the full training.

The microlearning recordings will be available on the Asynchronous Training Opportunities web page. Registrants and those who signed up to be notified will receive an email when the microlearning recordings are available.

If you have any questions please contact Nikki Antonovich, Coordinator, Sacramento County Office of Education by email at caaspp@scoe.net.

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Register Now! 2024-25 Introduction to the CERS Online Trainings

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January 9: TOMS Enhancements On January 9, several enhancements to the Test Operations Management System (TOMS) will be released. Some the improvements include: The addition of new information in the View and Edit Users screen to indicate whether a

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Module 1: Introduction to the Interim Assessments

The videos in this module provide information on the uses of the interim assessments, the organization of assessments, security considerations, and more.

Introduction to the ELA and Math Interim Assessments

Introduction to the CAST Interim Assessments

Introduction to the ELPAC Interim Assessments

Module 2: Interim Assessment Viewing System

The video in this module provides information on how to log into and navigate the Interim Assessment Viewing System, which allows educators to view the interim assessments in a similar environment to the student testing interface.

How to Use the Interim Assessment Viewing System

Module 3: How to Administer the CAASPP Interim Assessments

This module provides information on how to administer the Smarter Balanced Interim Assessments for ELA and mathematics as well as the CAST Interim Assessments. The module includes information on how to use the Test Administrator Interface to initiate a test session, check student accessibility resources, and approve students for testing.

How to How to Administer the CAASPP Interim Assessments

Module 4: How to Administer the ELPAC Interim Assessments

This module provides information on how to administer the ELPAC Interim Assessments. The overview video includes information on how to use the Test Administrator Interface to initiate a test session, check student accessibility resources, and approve students for testing.

The other videos in this module cover specific domains and grade spans, as listed, to cover the different requirements of those tests.

How to Administer the ELPAC Interim Assessments: Overview

How to Administer the ELPAC Interim Assessments: Speaking Domain

How to Administer the ELPAC Interim Assessments: K-2 Listening, Reading, and Writing Domains

How to Administer the ELPAC Interim Assessments: 3-12 Listening, Reading, and Writing Domains

Module 5: How to Score the Interim Assessments

This video provides information about how to score student responses to interim assessment questions that require local hand scoring, including using the Teacher Hand Scoring System (THSS).

How to Use the THSS for the Interim Assessments

Data Entry Interface for ELPAC Interim Assessments

Some ELPAC Interim Assessments require scores to be entered into the Data Entry Interface (DEI) instead of being scored in the THSS. For information on using the DEI, access the following resources:

Module 6: California Educator Reporting System (CERS)

CERS provides access to interim and summative assessment results for teachers and other local educational agency (LEA) staff.

LEA CAASPP and LEA ELPAC coordinators, as well as CAASPP and ELPAC test site coordinators, have access to student results in CERS by default.

Educators who need access to CERS to view student results need to be given access by an LEA CAASPP or LEA ELPAC coordinator or site coordinator through the student groups feature in CERS. For information on using CERS, access the following resources:

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CAASPP and ELPAC Interim Assessment Video Series

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CAASPP and ELPAC Interim Assessment Video Series consists of six modules covering the content and purpose of the interim assessments and how to use related systems and resources.

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Smarter Tools for Teachers. Discover classroom resources you can use today. Educator-created lessons, activities, strategies, and professional development to help tailor instruction and boost learning.

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Introducing the CAST Interim Assessments Video

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Introducing the CAST Interim Assessments Video

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Introduction to the CAST Interim Assessments

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Our assessments look similar, but with fewer multiple choice.

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Our assessments look similar, but with fewer multiple choice.

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Read the question first, and then re-read the evidence.

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Read the question first, and then re-read the evidence.

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Pay attention to question patterns- sometimes #1 will help you answer #2.

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Pay attention to question patterns- sometimes #1 will help you answer #2.

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1) They have similar components - diagram. They need open-ended response types emphasized.

2) We referred to the visual, visualized the experiment, and utilized my previous responses.

3) Yes! We used previous responses almost like a key.

4) Exposure! Experience! Meaningful interactions with not just content but assessment format.

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Big takeaway: this is very much a reading assessment.

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Big takeaway: this is very much a reading assessment.

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Q1:

Use of Amplify includes all domains on the CAST.

Assessments are moving closer to the CAST as our district uses the Interim examples.

Q2:

Using data and images is the key to unraveling the thought process

Q3:

Using the data and images allowed participants to come up with the CR

Q4:

Providing a stimulus and providing multiple questions.

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1) Incorporation of data analysis by looking at tables, maps. Qs centered on a phenomenon. Incorporates simulations and data so that Ss need to interpret data draw conclusions. Higher level DOK questions centered on a single stimulus.

2) Reading the prompt carefully first and look for question words. Preview the whole chunk and questions related to the stimulus and then address individual questions. Look for key vocabulary. Annotate key words and ideas from the text and visual.

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Use the non-standardized versions of interim assessments can be used as a teaching tool that can align to any curriculum.

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Use the non-standardized versions of interim assessments can be used as a teaching tool that can align to any curriculum.

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1) we are trying to write questions to simulate the CAST format and use "this or that" to mimic dropdown.

2) looking at other questions, analyzing data and graphs, reading comprehension

3) trying to use large reading task in classrooms to simulate the need to use text to answer questions.

Also using labs that integrate multiple responses, and comparing data with other students and communicating results in multiple formats.

4) Practice, labs, student led instruction.

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Whenever I try to logon to TOMS, it is redirecting me to Tools for Teachers. I did not have this problem before attending the Interim Assessment Training Sessions. Is this an issue with my account or the portal? Who can I reach out to for this? Thanks!

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Are there any plans to use AI for CR scoring?

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Are there any plans to use AI for CR scoring?

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1) Scoring was spot on as compared to Math and ELA scoring - a lot less subjectivity when scoring science.

2) Surprising - It made sense the focus was on content and not language, but still the difference between '2's' was surprising. Challenging - Assigning a '0' to a robust response that neglected to address the question was difficult.

3) Meaningful exposure to content AND question format. The rubric and anchors help define the expectations for students.

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1. Scoring was straight forward based on the rubric - very clear.

2. There was a range between 1s and 2s

3. Teaching prerequisite vocabulary. Having students work in groups to highlight what is being asked in the task. Having students look at sample responses and rate them.

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It was helpful to think about the challenges we will face when trying to grade almost 200 responses at once for the CR question. I liked the suggestion to put aside responses that are between 2 scores (i.e. could be a 1 or a 2) and wait to rescore those after looking at more samples and grading clearer responses.

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1) Using anchors during Designated ELD and in PDs with staff to illustrate how language proficiency isn't a barrier to success on the CAST and to emphasize how important it is to practice communicating one's knowledge.

2) Guides the importance of the need to integrate content, language and 21st Century skills into lessons and to not 'too easily' skip topics.

3) They would definitely serve as excellent pre and post checks for understanding. They would be most useful in designing instructional experiences that directly prepare students for CAST.

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1) Pre & Post, and possibly at the end of a unit or two. Use 3-times a year, after covering two or three units.

2) Ensuring students understand the concepts and questions (what to answer). It would help improve state scores for our individual schools and understand the rubric (expectations/requirements).

3) At the end of units/concepts and prior to the CAST.

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We addressed this in breakout 2.

Additionally we talked about the limitations of addressing science instruction in elementary.

How can we get common expectations and vocabulary to help anchor teachers and students.

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On the THSS, does it refresh every school year? Can I see results from last years CAST Interim assessments?

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1. How do you see yourself using the CAST Interim Assessments

in your classroom?

Using anchor set and the check set as a practice for students to score the answers.

2. What kinds of decisions do you think these assessments can

help you make that inform teaching and learning in your

classroom?

Inform teaching, monitor progress and student understanding of the PEs.

3. At what point or points in the year would these assessments be

most useful to you?

At the end of each trimester or at the end of teaching a specific domain.

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Using the Interim assessment as nonstandardized, can give good information. Are teachers finding they have time to do it standardized to give it as a pre and post test.

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Thank you, as an educator anxiety and unknown ways of scoring has been better explained. Thanks California.

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Thank you, as an educator anxiety and unknown ways of scoring has been better explained. Thanks California.