–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.

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.

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.

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.

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.

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.

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.

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.

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.