I will be using this resource for additional practice with my students and/or as an exit ticket.

I know that IEP writers will also love this skill as it helps them narrow in on language they can use for goals based on standardized data

2. How can we plan an entire unit/lesson around this and what sources/resources are recommended to implement in each individual class for each individual learner?

2. What misconceptions will students have and why?

3. What my students level of abilities are when they arrive and August and how to plan based off them?

4. Look at questions and tackle it in an informal or formal way over the course of days/1 week in class to prepare students for writing.

5. How can we make this accessible to all teachers and continue to use in some sort of PD/easier implementation within a lesson for each school?

It lists the answers along with the SEP, CCC, and DCI for the particular standard. It gives detailed explanation for which answer gets what score and why.

2.     What do you wonder about this resource?

I wonder if the final/summative CAST is also scored in a similar manner?

3.     What is the main question you have?

Are there multiple practice tests like these?

4.     What do you need to know to answer the main question you identified?

I need to explore the website to find more practice tests, if there are any.

5.     How could you use this resource in your own setting?

Use the sample questions (by changing the details/values) as bell ringers or warm-ups to practice critical thinking and test taking skills in class.

6.     What reflections do you have on your noticing-and-wondering process?

This is a great tool to use in class as non-standardized testing or collaborative learning.

2) Could the students use this standard alone or better in a small group setting?

3) How often will this resource be updated with different material?

4). I need to explore this resource more and ask my peers who have used it to see if they have noticed its changes.

5) Yes, as an administrator, I could look up what areas a student is struggling in and assign work in it.

Shows individual items, its alignment

2.    What do you wonder about this resource?

Wondering about if science items will be available, wonder potential for horizontal alignment – math + science or English + science collaborations

3.    What is the main question you have?

Ideas for how to effectively use the collection of tools

4.    What do you need to know to answer the main question you identified?

Time to explore, play around, collaborate or brainstorm with other educators

5.    How could you use this resource in your own setting?

Building tasks for classroom practice, used to improve alignment of existing work

6.    What reflections do you have on your noticing-and-wondering process?

There’s a lot of alignment between CAASPP, CAST, AP and other testing structures. Learning how assessment and instruction and learning go together is key. I appreciate practicing this process, which is often used with students – often not as an exploratory way, so this was different than how I would use in the classroom.

1.  Expectations are clear and potentially allows for use in an individual or group setting.

2-4) Our teachers have not used interim assessments in the past. I'm curious as to what beyond the TOMS affidavit and annual access is needed in terms of expected training for teachers? We typically give access to our grade 3-6 teachers closer to our CAASPP administration window with annual training, but have not included K-2 in this level of access. Moodle training involved for interim assessments or is DFA and hand-scoring fairly straight-forward?

5) I've used this strategy in a variety of training settings.

Calibrating and having discussions with colleagues during PLCs/department meetings would be helpful as well.

2) I wonder 1) if I am the only one who is not allowed access, 2) who I need to speak to so that I, along with my colleagues who may have a similar experience, in order to access these resources.

3) I don't know, couldn't get in.

4) I need to make sure I have the contact information for our rep/s.

5) I'm thinking I could use this resource as practice with my students for the "real" thing and general question answering support.

6) I wonder further why we don't just have automatic access vs having to go through multiple sources to get access to what we should already have access to. If we expect our students to be able to do things on their own, we should also be given the tools to do the same.

It reminds me of the way NGSS standards are laid out.

I will be using this resource.

6) This resource offers a great opportunity for teachers a the same grade level to practice calibrating student responses and have discussions about why their assigned a performance level in the various areas.

It is also an opportunity to have students look at a particular student response and look for evidence to support why that student earned a particular score.

I will use to determine which standards students need the most support based on the blueprint of claims and targets.

I will also use the data to form small group intervention and enrichment.

Is historical data available?