CAA for Science Administration Planning Guide, Grade Eight ...



2020–21 California Alternate Assessment for Science Administration?Planning Guide: Grade Eight, Version 4This guide is intended for use by test site coordinators and?test?examiners to guide, plan, and schedule California?Alternate?Assessment (CAA)?for?Science testing?between September 8, 2020, and the?end?of?your 2020–?21?instructional?calendar. This guide does not contain test content.Table of Contents TOC \h \z \t "Heading 2,1,Heading 3,2,Heading 4,3,Heading 5,4,Heading 6,5" Introduction PAGEREF _Toc44426759 \h 1What Is the California Alternate Assessment (CAA) for Science? PAGEREF _Toc44426760 \h 1Version Assignments PAGEREF _Toc44426761 \h 1Purpose and Use of This Administration Planning Guide PAGEREF _Toc44426762 \h 1Test Security PAGEREF _Toc44426763 \h 2Administering the 2020–21 CAA for Science PAGEREF _Toc44426764 \h 3Assessed Standards PAGEREF _Toc44426765 \h 3Earth and Space Science Connectors PAGEREF _Toc44426766 \h 5MS-ESS3-4—Earth’s Resources PAGEREF _Toc44426767 \h 5MS-ESS3-3—Minimizing Environmental Impacts PAGEREF _Toc44426768 \h 5Life Science Connectors PAGEREF _Toc44426769 \h 6MS-LS2-3—Food Chains PAGEREF _Toc44426770 \h 6MS-LS1-1—Cell Types PAGEREF _Toc44426771 \h 6Physical Science Connectors PAGEREF _Toc44426772 \h 7MS-PS3-2—Potential Energy PAGEREF _Toc44426773 \h 7MS-PS2-2—Motion PAGEREF _Toc44426774 \h 8MS-PS3-3—Heat Transfer PAGEREF _Toc44426775 \h 9MS-PS1-2—Chemical Reactions PAGEREF _Toc44426776 \h 10Schedule Planner Template for Version 4 PAGEREF _Toc44426777 \h 11List of Tables TOC \h \z \t "Caption,5" Table 1. MS-ESS3-4, FKSA and EU PAGEREF _Toc44426778 \h 5Table 2. MS-ESS3-3, FKSA and EU PAGEREF _Toc44426779 \h 5Table 3. MS-LS2-3, FKSA and EU PAGEREF _Toc44426780 \h 6Table 4. MS-LS1-1, FKSA and EU PAGEREF _Toc44426781 \h 6Table 5. MS-PS3-2, FKSA and EU PAGEREF _Toc44426782 \h 7Table 6. MS-PS2-2, FKSA and EU PAGEREF _Toc44426783 \h 8Table 7. MS-PS3-3, FKSA and EU PAGEREF _Toc44426784 \h 9Table 8. MS-PS1-2, FKSA and EU PAGEREF _Toc44426785 \h 10Table 9. 2020–21 CAA for Science Grade Eight Testing Planner Template PAGEREF _Toc44426786 \h 11IntroductionWhat Is the California Alternate Assessment (CAA) for Science?The CAA for Science is an online California Assessment of Student Performance and Progress (CAASPP) assessment designed for students with the most significant cognitive disabilities and for whom an individualized education program team has designated the use of an alternate assessment on statewide summative assessments. The CAA for Science design philosophy supports the diverse needs of students by ensuring standardization while still allowing flexibility, enabling the greatest range of students to demonstrate their science content knowledge.Version AssignmentsBoth Administration Planning Guides and Directions for Administration (DFAs) are version-specific. Each school is assigned one of four versions. All grade levels within a school will have the same version assignment. For example, a school assigned to Version 1 will use Version 1 of the Administration Planning Guides and DFAs for each grade level tested. Use the school’s version assignment to select the correct Administration Planning Guides and DFAs. The school-level version assignments can be found on the website at and Use of This Administration Planning GuideThis guide provides:Basic information about the CAA for Science administration and test securityInformation about what to consider when deciding the best time to administer a CAA for Science performance task (PT) to a studentThe science content being assessed this yearA schedule planner template to assist in determining when to administer each PTAdministration Planning Guides are not intended to guide instruction or to limit what science content is taught in the classroom.Administration Planning Guides are made available in advance in order to give teachers and test examiners as much time as possible to plan how best to integrate each of the four embedded PTs into the 2020–21 instructional calendar.The test examiner tutorial necessary to administer the 2020–21 CAA for Science will be available beginning in summer 2020. The CAA for Science embedded PTs will be available for administration beginning September 8, 2020.Test SecurityThis guide contains no test content and is not secure, but is intended for use only by CAASPP test site coordinators and test examiners for the purpose of planning and scheduling testing. Follow these guidelines to ensure security of the CAA for Science embedded PTs:The downloadable DFA and the online PTs referred to in this document contain test content and must be kept secure at all times and should only be downloaded just prior to administering the PT.Access to DFAs in the Test Operations Management System is available only to the following user roles: test examiners, site coordinators, and local educational agency coordinators.DFAs will be available beginning September 8, 2020.Online content in the test delivery system, the downloadable DFA, and the orienting activities outlined in the DFA must be kept secure. DFAs that were printed for test examiners must be kept in a securely locked room or locked cabinet when not in use.After an embedded PT has been administered, its DFA must be immediately and securely destroyed.Any electronic files should be securely deleted from the test examiner’s or test site coordinator’s device in such a way that the file does not remain in a temporary storage location such as the Windows Recycle Bin, where it can be undeleted.Once a test examiner begins an embedded PT with a student, it must be completed and submitted in the test delivery system within 45 calendar days and before the end of the school’s instructional calendar.Administering the 2020–21 CAA for ScienceThe 2020–21 CAA for Science is comprised of four embedded PTs that are administered online to students.Each PT is intended to be administered following related instruction.All four PTs must be attempted to complete the administration.The PTs can be administered in any order between September 8, 2020, and the end of the instructional calendar or July 15, 2021, whichever comes first.Each embedded PT assesses two Science Connectors from the same domain with two corresponding sets of five test questions, each prefaced by an orienting activity. An orienting activity is a nonscorable activity that is designed to engage and familiarize students with a science concept that they were previously taught. In some cases, the test examiner completes hands-on exercises with the student during testing and may be required to prepare beforehand some commonly available materials found in the classroom. There should not be a need to purchase materials just for testing.The DFA will provide test examiners with guidelines on how to individualize the orienting activities and designated items. Please note that all items may be individualized based upon the student’s individualized education program. A schedule planner template is provided at the end of this document (refer to REF _Ref40078903 \* Lower \h \* MERGEFORMAT table 9) to aid in scheduling administration of each of the embedded PTs for your student(s) based on when the related content will be taught.Assessed StandardsThe CAA for Science, which is based on the Science Connectors, measures knowledge, skills, and abilities that are appropriate for this student population. The Science Connectors are derived from the California Next Generation Science Standards (CA NGSS) performance expectations (PEs). They provide alternate standards to guide science instruction and assessment for students with the most significant cognitive disabilities. The PEs that the assessed Science Connectors are derived from can be found in the CAA for Science blueprint document at Science Connectors are further broken down into more discrete focal knowledge, skills, and abilities (FKSAs), which describe what students should know and be able to do in science; and, at the simplest level, the essential understandings (EU), which are the basic concepts students should know and be able to do in science. This is presented as a continuum in REF _Ref40078610 \* Lower \h \* MERGEFORMAT figure 1.Figure 1. CAA for Science Standards ContinuumKeep this structure in mind as you review the content being assessed this year. Test questions are written to assess the FKSAs and EUs. Each Science Connector has between one and six FKSAs, and one EU. The EU will always be assessed, but not all of the FKSAs will be assessed in a single embedded PT; therefore, not all the FKSAs are provided in this guide. For those Science Connectors with more than one FKSA, assessment of all FKSAs will occur over multiple years. In this case, the number of the FKSA being assessed is denoted in parentheses, e.g. “(FKSA 1).”The following pages provide the eight Science Connectors and associated FKSAs and EUs being assessed this year, organized by science domain. The third column of each Connector table contains descriptions of ways in which a student may demonstrate mastery of the FKSA or EU to be assessed. These mastery statements describe specific actions the student will take, such as identifying, recognizing, or comparing information contained in the Science Connector being assessed and is found in the column labeled “Students Will Be Able To…” The statements describe only those Science Connectors assessed this year, and do not necessarily address all of the FKSAs associated with a particular Science Connector. For a complete list of the Science Connectors, FKSAs, and EUs please refer to the Preliminary Science Core Content Connectors and Essential Understandings document at . Earth and Space Science ConnectorsMS-ESS3-4—Earth’s ResourcesUsing a variety of resources (e.g., tables, graphs, maps), identify whether changes made by humans to Earth’s natural resources have impacted natural systems.Table 1. MS-ESS3-4, FKSA and EUConnector ComponentDefinitionStudents Will Be Able To…FKSAAbility to identify if changes that humans have made to Earth’s natural systems have positive impacts, negative impacts, or some combination of positive and negative impacts using a variety of resources.Identify changes humans have made to Earth’s natural systems.Identify a positive impact that is a result of a human-caused change to a natural system.Identify a negative impact that is a result of a human-caused change to a natural system.EURecognize the relationship between an increase in human population and an increase in the consumption of food and natural resources.Recognize the relationship between more people and the use of more resources.MS-ESS3-3—Minimizing Environmental ImpactsUse data from an existing design solution for minimizing a human impact on the environment to identify limitations of the use of technologies employed by the solution.Table 2. MS-ESS3-3, FKSA and EUConnector ComponentDefinitionStudents Will Be Able To…FKSAAbility to use data from an existing design solution for minimizing a human impact on the environment to identify limitations of the use of technologies employed by the solution. (FKSA 1)Recognize the limitations of a solution which minimizes harm to the environment.EUIdentify a way humans can minimize their impact on the environment.Identify ways people can help the environment.Life Science ConnectorsMS-LS2-3—Food ChainsUsing a model, identify energy transfer between producers, consumers, and decomposers in an ecosystem.Table 3. MS-LS2-3, FKSA and EUConnector ComponentDefinitionStudents Will Be Able To…FKSAAbility to identify energy transfer between producers, consumers, and decomposers in an ecosystem by using a model (e.g., producers get energy from sunlight, producers provide energy for consumers, and decomposers recycle nutrients and matter in the ecosystem).Use food chain models to identify the transfer of energy from the Sun to producers and then to consumers.Use an energy pyramid model to identify the transfer of energy from producers to consumers.EURecognize that when people or animals eat plants they are taking energy into their bodies.Use a model to identify the transfer of energy between living and nonliving parts of the ecosystem, including primary and secondary consumers.MS-LS1-1—Cell TypesIdentify that living things are made of one cell or many and different types of cells.Table 4. MS-LS1-1, FKSA and EUConnector ComponentDefinitionStudents Will Be Able To…FKSAAbility to identify a representation of a living thing that is made of one cell. (FKSA?1)Ability to identify a representation of a living thing that is made of different types of cells. (FKSA 2)Differentiate multicellular organisms from nonliving things.Differentiate unicellular organisms from multicellular organisms.EUDistinguish between living and nonliving things.Identify examples of living and nonliving things.Physical Science ConnectorsMS-PS3-2—Potential EnergyDescribe how a change in distance changes the amount of potential energy stored in the system (e.g., carts at varying positions on a hill) by using models.Table 5. MS-PS3-2, FKSA and EUConnector ComponentDefinitionStudents Will Be Able To…FKSAAbility to describe how changing distance changes the amount of potential energy stored in the system (e.g., carts at varying positions on a hill) by using models. (FKSA 1)Identify the reason that the energy of an object changes when the position of the object changes relative to the ground.EUIdentify that the potential energy of an object changes when a force is changed (e.g. changing distance between magnets, bringing an object up or down a hill).Identify whether the energy of an object increases or decreases when its position relative to the ground changes.MS-PS2-2—MotionRecognize that a change in an object’s motion can be due to the mass of the object or the forces acting on the object by using data on the motion of the object.Table 6. MS-PS2-2, FKSA and EUConnector ComponentDefinitionStudents Will Be Able To…FKSAAbility to recognize that a change in an object’s motion can be due to the mass of the object by using data on the motion of the object. (FKSA 1)Ability to recognize that a change in an object’s motion can be due to the forces acting on the object by using data on the motion of the object. (FKSA?2)Recognize that an object’s mass will affect the result of the force acting on the object.Recognize the effect of a force on an object on how the motion of the object changes (speed or direction).EUIdentify a push or a pull as a way to change the motion of an object.Identify that a stronger push or pull results in a greater change in motion of an object.MS-PS3-3—Heat TransferUse information (e.g., graph, model) to identify a device (e.g., foam cup, insulated box) that either minimizes or maximizes thermal energy transfer (e.g., keeping liquids hot or cold).Table 7. MS-PS3-3, FKSA and EUConnector ComponentDefinitionStudents Will Be Able To…FKSAAbility to use information to identify a device that minimizes thermal energy transfer. (FKSA?1)Ability to use information to identify a device that maximizes thermal energy transfer. (FKSA?2)Recognize which object will keep a substance cooler.Recognize which object will keep a substance warmer. Use data to compare which object will keep a substance warmer.EUIdentify objects used to minimize or maximize thermal energy transfer (e.g., gloves).Identify objects that keep substances cold.Identify objects that keep substances warm.MS-PS1-2—Chemical ReactionsUsing data provided through observation, identify evidence that proves a chemical reaction has taken place (e.g., change in color, gas is created, heat or light is given off or taken in).Table 8. MS-PS1-2, FKSA and EUConnector ComponentDefinitionStudents Will Be Able To…FKSAAbility to identify evidence that proves a chemical reaction has taken place. (FKSA1)Recognize that a chemical reaction occurred.EUIdentify examples of change (e.g., state of matter, color, temperature).Identify evidence that a chemical reaction occurred.Schedule Planner Template for Version 4Use the template in REF _Ref40078903 \* Lower \h \* MERGEFORMAT table 9 to aid in scheduling testing for your student(s) based on when the related content will be taught.Test Examiner:School:Grade:Table 9. 2020–21 CAA for Science Grade Eight Testing Planner TemplateAssociated Science ConnectorsDate(s) Related Instructional Content?Will Be TaughtScheduled Testing Date(s)Earth and Space Sciences:MS-ESS3-4: Earth’s ResourcesMS-ESS3-3: Minimizing Environmental ImpactsAdd date(s) here:Add date(s) here:Life Sciences:MS-LS2-3: Food ChainsMS-LS1-1: Cell TypesAdd date(s) here:Add date(s) here:Physical Sciences A:MS-PS3-2: Potential EnergyMS-PS2-2: MotionAdd date(s) here:Add date(s) here:Physical Sciences B:MS-PS3-3: Heat TransferMS-PS1-2: Chemical ReactionsAdd date(s) here:Add date(s) here: ................
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