Comprehensive resource hub for the California Science Test (CAST) — compiled for product alignment (ModelIt K12) and content development.
- What is the CAST?
- Test Structure at a Glance
- Grade 3 — Interim Assessments Only
- Grade 5 — Performance Expectations
- Grade 8 — Performance Expectations
- High School — Performance Expectations
- Practice Tests & Assessment Resources
- Item Specifications
- ModelIt K12 Alignment
- LEVER Framework
- Ten Fundamental Modeling Skills
- Content Style Guide
- Dr. Helikar Research Bibliography
- CA Science Framework (2016)
- CA NGSS Standards Documents
- Official PDF Resources
- Online Portals & Interactive Resources
- Third-Party Resources
The California Science Test (CAST) is a computer-based assessment aligned to the California Next Generation Science Standards (CA NGSS). It measures student proficiency in science across three dimensions:
- Science and Engineering Practices (SEPs) — what students do
- Disciplinary Core Ideas (DCIs) — what students know
- Crosscutting Concepts (CCCs) — how students connect ideas
| Detail | Info |
|---|---|
| Administered by | CAASPP (California Assessment of Student Performance and Progress) |
| Grades tested | 5, 8, and once in high school (typically 11 or 12) |
| Format | Computer-based, fixed-form (not adaptive) |
| Item types | Performance tasks (PTs), discrete items, constructed response, simulations, drag-and-drop |
| Test segments | 2 segments per grade level |
| Languages | English and Spanish |
| Scoring levels | Standard Exceeded (4), Standard Met (3), Standard Nearly Met (2), Standard Not Met (1) |
| First operational year | 2018–19 |
CAST is administered annually during a spring testing window (typically mid-March through mid-June), with exact dates set by each district within the state window.
| Grade | Segments | Items | Estimated Time | PEs Assessed | Domains |
|---|---|---|---|---|---|
| 5 | 6 + survey | 44–60 | ~2 hours (untimed) | 45 PEs (Grades 3–5 band) | PS, LS, ESS, ETS |
| 8 | 6 + survey | 44–60 | ~2 hours (untimed) | 59 PEs (Grades 6–8 band) | PS, LS, ESS, ETS |
| HS | 6 + survey | 44–60 | ~2 hours (untimed) | HS PEs | PS, LS, ESS, ETS |
Segment A (1–3): Discrete stand-alone items | Segment B (4–6): Performance Tasks (4–6 items per PT, one PT per domain)
2025–26 Testing Window: February 24 – June 2, 2026
Domains: PS (Physical Science) · LS (Life Science) · ESS (Earth & Space Science) · ETS (Engineering, integrated)
| Tool | Grade 5 | Grade 8 | HS |
|---|---|---|---|
| Calculator | Four-function | Desmos Scientific | Desmos Scientific |
| Periodic Table | — | Available (EN/ES) | Available (EN/ES) |
| Reference Sheet | — | Available (EN/ES) | Available (EN/ES) |
| Grade | Level 1 (Not Met) | Level 2 (Nearly Met) | Level 3 (Met) | Level 4 (Exceeded) |
|---|---|---|---|---|
| 5 | 150–178 | 179–213 | 214–230 | 231–250 |
| 8 | 350–377 | 378–414 | 415–432 | 433–450 |
| HS | 550–575 | 576–614 | 615–635 | 636–650 |
- Universal tools — available to all students (highlighter, strikethrough, zoom, notepad, line reader)
- Designated supports — require educator authorization (e.g., color contrast, text-to-speech, translated glossaries)
- Accommodations — require IEP/504 plan (e.g., braille, ASL video, speech-to-text)
Grade 3 students do not take the summative CAST. However, the CAASPP system provides Interim Assessments (IAs) for Grade 3 science based on CA NGSS standards. These are optional, formative tools for teachers.
See: docs/grade-3-interim-assessments.md
| Domain | Topics |
|---|---|
| Physical Science | Forces & interactions, matter & its interactions |
| Life Science | Inheritance & variation of traits, interdependent relationships in ecosystems |
| Earth & Space Science | Weather & climate, Earth's systems processes |
| Engineering | Engineering design |
Grade 5 CAST assesses all PEs from the Grades 3–5 band. There are 45 Performance Expectations across four domains.
See: docs/grade-5-performance-expectations.md for full descriptions.
| Code | Description |
|---|---|
| 3-PS2-1 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object |
| 3-PS2-2 | Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion |
| 3-PS2-3 | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other |
| 3-PS2-4 | Define a simple design problem that can be solved by applying scientific ideas about magnets |
| 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object |
| 4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents |
| 4-PS3-3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide |
| 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another |
| 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move |
| 4-PS4-2 | Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen |
| 4-PS4-3 | Generate and compare multiple solutions that use patterns to transfer information |
| 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen |
| 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 |
| 5-PS1-3 | Make observations and measurements to identify materials based on their properties |
| 5-PS1-4 | Conduct an investigation to determine whether the mixing of two or more substances results in new substances |
| 5-PS2-1 | Support an argument that the gravitational force exerted by Earth on objects is directed down |
| 5-PS3-1 | Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun |
| Code | Description |
|---|---|
| 3-LS1-1 | Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death |
| 3-LS2-1 | Construct an argument that some animals form groups that help members survive |
| 3-LS3-1 | Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms |
| 3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment |
| 3-LS4-1 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago |
| 3-LS4-2 | Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing |
| 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all |
| 3-LS4-4 | Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change |
| 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction |
| 4-LS1-2 | Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways |
| 5-LS1-1 | Support an argument that plants get the materials they need for growth chiefly from air and water |
| 5-LS2-1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment |
| Code | Description |
|---|---|
| 3-ESS2-1 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season |
| 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world |
| 3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard |
| 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time |
| 4-ESS2-1 | Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation |
| 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth's features |
| 4-ESS3-1 | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment |
| 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans |
| 5-ESS1-1 | Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth |
| 5-ESS1-2 | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky |
| 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact |
| 5-ESS2-2 | Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth |
| 5-ESS3-1 | Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment |
| Code | Description |
|---|---|
| 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost |
| 3-5-ETS1-2 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem |
| 3-5-ETS1-3 | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved |
| 4-PS4-3 | Generate and compare multiple solutions that use patterns to transfer information |
| 3-PS2-4 | Define a simple design problem that can be solved by applying scientific ideas about magnets |
| 3-LS4-4 | Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change |
| 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another |
Note: Some PEs appear in both a domain list and ETS because they integrate engineering practices with disciplinary content.
Grade 8 CAST assesses all PEs from the Grades 6–8 (Middle School) band. There are 59 Performance Expectations across four domains.
See: docs/grade-8-performance-expectations.md for full descriptions.
| Code | Description |
|---|---|
| MS-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures |
| MS-PS1-2 | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred |
| MS-PS1-3 | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society |
| MS-PS1-4 | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed |
| MS-PS1-5 | Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved |
| MS-PS1-6 | Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes |
| MS-PS2-1 | Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects |
| MS-PS2-2 | Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces acting on the object and the mass of the object |
| MS-PS2-3 | Ask questions about data to determine the factors that affect the strength of electric and magnetic forces |
| MS-PS2-4 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects |
| MS-PS2-5 | Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact |
| MS-PS3-1 | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object |
| MS-PS3-2 | Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system |
| Code | Description |
|---|---|
| MS-PS3-3 | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer |
| MS-PS3-4 | Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample |
| MS-PS3-5 | Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object |
| MS-PS4-1 | Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave |
| MS-PS4-2 | Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials |
| MS-PS4-3 | Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals |
| Code | Description |
|---|---|
| MS-LS1-1 | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells |
| MS-LS1-2 | Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function |
| MS-LS1-3 | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells |
| MS-LS1-4 | Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively |
| MS-LS1-5 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms |
| MS-LS1-6 | Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms |
| MS-LS1-7 | Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism |
| MS-LS1-8 | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories |
| MS-LS2-1 | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem |
| MS-LS2-2 | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems |
| MS-LS2-3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem |
| MS-LS2-4 | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations |
| MS-LS2-5 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services |
| MS-LS3-1 | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism |
| MS-LS3-2 | Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation |
| MS-LS4-1 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past |
| MS-LS4-2 | Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships |
| Code | Description |
|---|---|
| MS-LS4-3 | Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy |
| MS-LS4-4 | Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment |
| MS-LS4-5 | Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms |
| MS-LS4-6 | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time |
| Code | Description |
|---|---|
| MS-ESS1-1 | Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons |
| MS-ESS1-2 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system |
| MS-ESS1-3 | Analyze and interpret data to determine scale properties of objects in the solar system |
| MS-ESS1-4 | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history |
| MS-ESS2-1 | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process |
| MS-ESS2-2 | Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales |
| MS-ESS2-3 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions |
| MS-ESS2-4 | Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity |
| MS-ESS2-5 | Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions |
| MS-ESS2-6 | Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates |
| MS-ESS3-1 | Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes |
| MS-ESS3-2 | Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects |
| MS-ESS3-3 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment |
| MS-ESS3-4 | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems |
| MS-ESS3-5 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century |
| Code | Description |
|---|---|
| MS-ETS1-1 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions |
| MS-ETS1-2 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem |
| MS-ETS1-3 | Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success |
| MS-ETS1-4 | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved |
| MS-PS1-6 | Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes |
| MS-PS3-3 | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer |
| MS-LS2-5 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services |
Note: Some PEs appear in both a domain list and ETS because they integrate engineering practices with disciplinary content.
The CAST is administered once in high school (typically grade 10, 11, or 12 as determined by the district). It assesses all 71 Performance Expectations from the HS CA NGSS standards.
See: docs/high-school-performance-expectations.md for full descriptions.
| Code | Description |
|---|---|
| HS-PS1-1 | Use the periodic table as a model to predict the relative properties of elements based on patterns of electrons in the outermost energy level |
| HS-PS1-2 | Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms |
| HS-PS1-3 | Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles |
| HS-PS1-4 | Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy |
| HS-PS1-5 | Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs |
| HS-PS1-6 | Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium |
| HS-PS1-7 | Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction |
| HS-PS1-8 | Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay |
| HS-PS2-1 | Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration |
| HS-PS2-2 | Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system |
| HS-PS2-3 | Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision |
| HS-PS2-4 | Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects |
| HS-PS2-5 | Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current |
| HS-PS2-6 | Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials |
| HS-PS3-1 | Create a computational model to calculate the change in the energy of one component in a system |
| HS-PS3-2 | Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions and relative positions of particles |
| HS-PS3-3 | Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy |
| HS-PS3-4 | Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution |
| HS-PS3-5 | Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction |
| HS-PS4-1 | Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media |
| HS-PS4-2 | Evaluate questions about the advantages of using a digital transmission and storage of information |
| HS-PS4-3 | Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model |
| HS-PS4-4 | Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter |
| HS-PS4-5 | Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy |
| Code | Description |
|---|---|
| HS-LS1-1 | Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells |
| HS-LS1-2 | Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms |
| HS-LS1-3 | Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis |
| HS-LS1-4 | Use a model to illustrate the role of cellular division (mitosis) in producing and maintaining complex organisms |
| HS-LS1-5 | Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy |
| HS-LS1-6 | Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules |
| HS-LS1-7 | Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy |
| HS-LS2-1 | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales |
| HS-LS2-2 | Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems |
| HS-LS2-3 | Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions |
| HS-LS2-4 | Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem |
| HS-LS2-5 | Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere |
| HS-LS2-6 | Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions |
| HS-LS2-7 | Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity |
| HS-LS2-8 | Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce |
| HS-LS3-1 | Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring |
| HS-LS3-2 | Make and defend a claim based on evidence that inheritable genetic variations may result from new genetic combinations through meiosis, viable errors occurring during replication, and/or mutations caused by environmental factors |
| HS-LS3-3 | Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population |
| HS-LS4-1 | Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence |
| HS-LS4-2 | Construct an explanation based on evidence that the process of evolution primarily results from four factors |
| HS-LS4-3 | Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait |
| HS-LS4-4 | Construct an explanation based on evidence for how natural selection leads to adaptation of populations |
| HS-LS4-5 | Evaluate the evidence supporting claims that changes in environmental conditions may result in increases in the number of individuals of some species, the emergence of new species over time, and the extinction of other species |
| HS-LS4-6 | Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity |
| Code | Description |
|---|---|
| HS-ESS1-1 | Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy |
| HS-ESS1-2 | Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe |
| HS-ESS1-3 | Communicate scientific ideas about the way stars, over their life cycle, produce elements |
| HS-ESS1-4 | Use mathematical or computational representations to predict the motion of orbiting objects in the solar system |
| HS-ESS1-5 | Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks |
| HS-ESS1-6 | Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history |
| HS-ESS2-1 | Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features |
| HS-ESS2-2 | Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems |
| HS-ESS2-3 | Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection |
| HS-ESS2-4 | Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate |
| HS-ESS2-5 | Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes |
| HS-ESS2-6 | Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere |
| HS-ESS2-7 | Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth |
| HS-ESS3-1 | Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity |
| HS-ESS3-2 | Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios |
| HS-ESS3-3 | Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity |
| HS-ESS3-4 | Evaluate or refine a technological solution that reduces impacts of human activities on natural systems |
| HS-ESS3-5 | Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change |
| HS-ESS3-6 | Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity |
| Code | Description |
|---|---|
| HS-ETS1-1 | Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants |
| HS-ETS1-2 | Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering |
| HS-ETS1-3 | Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints |
| HS-ETS1-4 | Use a computer simulation to model the impact of proposed solutions to a complex real-world problem |
Comprehensive collection of official and third-party practice tests, sample items, and scoring guides.
See: docs/practice-tests.md for the full directory.
| Resource | URL |
|---|---|
| CAASPP Practice Tests (Grades 5, 8, HS) | caaspp-elpac.org |
| CAASPP Training Tests | Same link — Training Tests tab |
| Category | Files | Location |
|---|---|---|
| Education4Equity Sample Tests | 3 | practice-tests/education4equity/ |
| NGSS Assessment Tasks (MS + HS) | 10 | practice-tests/ngss-tasks/ |
| CST Legacy Released Questions | 3 | practice-tests/cst-legacy/ |
| CAA Alternate Practice Tests + Scoring | 20 | practice-tests/caa-alternate/ |
| Document | Grade |
|---|---|
| Grade 5 Scoring Guide | Grade 5 |
| Grade 5 CR Exemplars | Grade 5 |
| Grade 8 Scoring Guide | Grade 8 |
| Grade 8 CR Exemplars | Grade 8 |
| HS Scoring Guide | High School |
Complete set of 177 official CDE item specification documents (DOCX format) — one per Performance Expectation. These describe exactly how CAST items are designed for each PE.
| Directory | Files | Grade Band |
|---|---|---|
item-specs/elementary/ |
45 | Grades 3–5 |
item-specs/middle-school/ |
59 | Grades 6–8 |
item-specs/high-school/ |
71 | High School |
item-specs/castintroitemspecs.docx |
1 | Introduction |
item-specs/cast_itemspecsappendixa.docx |
1 | Appendix A |
Source: CDE CAST Item Specifications
ModelIt K12 is a systems thinking and computational modeling platform designed for K–12 science education. Its simulation-based approach naturally aligns with CAST's three-dimensional assessment framework.
See: docs/modelit-alignment.md for the detailed mapping.
| SEP | CAST Relevance | ModelIt Capability |
|---|---|---|
| Developing and Using Models | Heavily assessed across all domains | Core platform feature — students build, test, and revise computational models |
| Analyzing and Interpreting Data | Key to performance tasks | Built-in data visualization, graphs, and analysis tools |
| Using Mathematics and Computational Thinking | Required for quantitative items | Computational modeling with variables, equations, and system dynamics |
| Constructing Explanations and Designing Solutions | Central to constructed response items | Students explain model behavior and iterate on designs |
| Planning and Carrying Out Investigations | Assessed through simulation-based items | Virtual experiments with controlled variables |
| CCC | ModelIt Feature |
|---|---|
| Systems and System Models | Foundational — all models are system representations |
| Cause and Effect | Students manipulate variables to observe causal relationships |
| Patterns | Data output reveals patterns in system behavior |
| Energy and Matter: Flows, Cycles, and Conservation | Stock-and-flow models track quantities through systems |
| Stability and Change | Models show equilibrium, feedback loops, and tipping points |
Grade 5 — High alignment:
- 5-LS2-1: Matter cycling (plants, animals, decomposers, environment)
- 5-ESS2-1: Geosphere, biosphere, hydrosphere, atmosphere interactions
- 5-ESS3-1: Community science for resource protection
- 5-PS1-2: Conservation of matter (heating, cooling, mixing)
Grade 8 — High alignment:
- MS-LS2-3: Matter cycling and energy flow in ecosystems
- MS-ESS2-6: Unequal heating → atmospheric/oceanic circulation → climate
- MS-ESS3-4: Human population growth → impact on Earth's systems
- MS-PS1-5: Conservation of atoms in chemical reactions
- MS-LS1-6: Photosynthesis — matter cycling and energy flow
- MS-LS2-1: Resource availability → organism/population effects
The LEVER Framework is our pedagogical approach for teaching systems thinking through computational Boolean modeling. It integrates NGSS three-dimensional learning, AI literacy, and 4th Industrial Revolution skills.
See: docs/lever-framework.md for the complete framework.
| Letter | Component | Core Question |
|---|---|---|
| L | Locate the System | What is the phenomenon? What are its boundaries? |
| E | Establish Relationships | How do parts connect and influence each other? |
| V | Visualize & Model | What does the system look like in action? |
| E | Evaluate Outcomes | What do the results tell us? What patterns emerge? |
| R | Revise & Extend | How can we improve our understanding? |
- Boolean modeling integration — Students learn ON/OFF logic used in real scientific research
- NGSS three-dimensional alignment — Maps to all SEPs, CCCs, and DCIs
- AI literacy development — Prepares students to work WITH artificial intelligence
- 4th Industrial Revolution readiness — Systems thinking for biotech, IoT, and emerging technologies
- Scalable PreK-12 — Adaptable language and complexity for all grade levels
The framework directly supports California Science Test preparation by developing:
- Graph literacy for interpreting simulation outputs
- Systems analysis skills central to CAST performance tasks
- Three-dimensional proficiency across all domains
- Constructed response skills through model explanation
Backend framework for platform development, AI lesson generation, and teacher PD.
See: docs/modeling-skills-framework.md for the complete framework.
Students don't see "Skill 1" or "Skill 4" — they naturally BUILD → CONNECT → SIMULATE → EXTEND their models. Competencies 1-7 develop organically through any modeling activity. Advanced competencies (8-10) emerge through exploration or targeted activity packs.
| # | Competency | Category |
|---|---|---|
| 1-3 | Add, move, name components | Foundational (implicit) |
| 4-7 | Relationships, directionality, simulation setup | Intermediate (implicit) |
| 8-10 | Variables, outputs, debugging | Advanced (targeted activities) |
| Application | Purpose |
|---|---|
| AI Lesson Generation | "Create a debugging activity" → AI builds broken model |
| Activity Packs / Games | "Fix the Model" challenges, debugging exercises |
| Teacher PD | Questioning strategies, facilitation techniques |
| Platform Development | Ensuring UI supports all competency actions |
Instead of tracking skills, teachers focus on:
- Questioning: "What would happen if...?"
- Guiding: Helping students extend models with new information
- Facilitating: Supporting productive struggle and debugging
Our content follows a consistent voice and approach grounded in research-based principles.
See: docs/content-style-guide.md for complete guidelines.
All content is built on A Framework for K-12 Science Education (National Research Council, 2012), which established the three-dimensional learning approach:
- Science & Engineering Practices (what students DO)
- Crosscutting Concepts (how students CONNECT ideas)
- Disciplinary Core Ideas (what students KNOW)
Inspired by Netflix's Brainchild, our student materials are:
| Principle | Description |
|---|---|
| Relatable | Talk WITH students, not AT them |
| Fun but substantive | Entertainment serves learning |
| Question-driven | Start with genuine curiosity |
| Visual and active | Show, don't just tell |
| Connected to their world | Link to things they care about |
Teacher guides are designed for educators who may or may not have deep content expertise:
- Clear, practical language (no unexplained jargon)
- Unpacked standards with plain-language explanations
- Scripted facilitation prompts
- Anticipated misconceptions with response strategies
- Realistic timing and material requirements
- A Framework for K-12 Science Education (NRC, 2012)
- Brainchild Curriculum (Netflix)
The scientific foundation of ModelIt / Cell Collective, documented through 130+ peer-reviewed publications.
See: docs/helikar-research-bibliography.md for the complete bibliography.
| Category | Notable Papers |
|---|---|
| Boolean Networks | Emergent decision-making in biological signal transduction networks (PNAS, 2008) |
| Cell Collective Platform | The Cell Collective: Toward an open and collaborative approach (BMC Systems Biology, 2012) |
| Immune System Modeling | Comprehensive CD4+ T-cell model (PLOS Computational Biology, 2021) |
| Digital Twin Initiative | Roadmap for building a digital twin of the immune system (Nature Digital Medicine, 2022) |
| COVID-19 Research | COVID-19 Disease Map (Molecular Systems Biology, 2021) |
| Education Research | Systems thinking with computational models in life sciences education |
| Standards | SBML Level 3 Qualitative Models specification |
- Scientific credibility — Same methodology used in cutting-edge research
- Educational validation — Evidence-based approaches to teaching systems thinking
- Platform lineage — Students use research-grade tools adapted for education
- Standards compliance — Models are scientifically valid and interoperable
Research papers are available in pdfs/research/:
helikar-et-al-2008-emergent-decision-making...pdf— Foundational Boolean networks paper1752-0509-6-96.pdf— Cell Collective platform paperDr. Helikar Article.pdf
Google Scholar: scholar.google.com/citations?user=V4bPXYUAAAAJ
The complete California Science Framework adopted by the State Board of Education in November 2016. These are the authoritative instructional guidance documents for CA NGSS implementation.
Source: CDE Science Framework Page
All 25 PDFs are in pdfs/science-framework/:
| File | Content |
|---|---|
| Ch01-Overview-CA-NGSS.pdf | Overview of the CA NGSS |
| Ch02-Transitional-Kindergarten.pdf | Transitional Kindergarten |
| Ch03-Grades-K-2.pdf | Kindergarten through Grade 2 |
| Ch04-Grades-3-5.pdf | Grades 3–5 |
| Ch05-Grades-6-8-Integrated.pdf | Grades 6–8 Preferred Integrated Course Model |
| Ch06-Grades-6-8-Discipline-Specific.pdf | Grades 6–8 Discipline-Specific Course Model |
| Ch07-HS-Three-Course-Model.pdf | High School Three-Course Model |
| Ch08-HS-Four-Course-Model.pdf | High School Four-Course Model |
| Ch09-Assessment.pdf | Assessment |
| Ch10-Access-and-Equity.pdf | Access and Equity |
| Ch11-Instructional-Strategies.pdf | Instructional Strategies for 21st Century Teaching |
| Ch12-Professional-Learning.pdf | Professional Learning, Leadership, and Supports |
| Ch13-Instructional-Resources.pdf | Instructional Resources |
| File | Content |
|---|---|
| Appendix1-K12-Progressions.pdf | K–12 Progression of SEPs, DCIs, and CCCs |
| Appendix2-Environmental-Principles.pdf | Connections to Environmental Principles and Concepts |
| Appendix3-Computer-Science.pdf | Computer Science in Science |
| Appendix4-HS-Three-Year-Model.pdf | HS Three-Year Model: Every Science, Every Year |
| Appendix5-Recommended-Literature.pdf | Recommended Literature for the Science Classroom |
| Glossary-Part1.pdf | Glossary Part 1 |
| Glossary-Part2.pdf | Glossary Part 2 |
| Science-Resources.pdf | Science Resources |
| Front-Matter.pdf | Front Matter |
| Foreword.pdf | Foreword |
| Acknowledgments.pdf | Acknowledgments |
| SBE-Policy-Teaching-Science.pdf | SBE Policy on Teaching of Natural Sciences |
Complete set of 20 official CA NGSS standards PDFs organized by grade level and course model.
Source: CDE NGSS Standards Page
All files are in pdfs/ngss-standards/:
| File | Description |
|---|---|
| NGSS-At-a-Glance.pdf | Quick reference guide to NGSS |
| CA-Edits-NGSS-Clarification.pdf | California's edits to NGSS clarification statements |
| How-to-Read-CA-NGSS.pdf | Guide to reading and understanding CA NGSS |
| File | Grade |
|---|---|
| K-Standards-DCI.pdf | Kindergarten |
| Grade1-Standards-DCI.pdf | Grade 1 |
| Grade2-Standards-DCI.pdf | Grade 2 |
| Grade3-Standards-DCI.pdf | Grade 3 |
| Grade4-Standards-DCI.pdf | Grade 4 |
| Grade5-Standards-DCI.pdf | Grade 5 |
| File | Model |
|---|---|
| MS-Learning-Progressions.pdf | Integrated learning progression rationale |
| Grade6-Integrated-Model.pdf | Grade 6 Integrated |
| Grade7-Integrated-Model.pdf | Grade 7 Integrated |
| Grade8-Integrated-Model.pdf | Grade 8 Integrated |
| Grade6-Discipline-Specific.pdf | Grade 6 Earth Science |
| Grade7-Discipline-Specific.pdf | Grade 7 Life Science |
| Grade8-Discipline-Specific.pdf | Grade 8 Physical Science |
| File | Domain |
|---|---|
| HS-Physical-Science-DCI.pdf | Physical Science |
| HS-Life-Science-DCI.pdf | Life Science |
| HS-Earth-Space-Science-DCI.pdf | Earth and Space Science |
| HS-Engineering-Design-DCI.pdf | Engineering Design |
All PDFs are available in the pdfs/ directory. Original sources linked below.
| Document | Source |
|---|---|
| IA Blueprint | CDE |
| IA At-a-Glance | CDE |
| Document | Source |
|---|---|
| Grade 5 Scoring Guide | CAASPP |
| Grade 5 Constructed Response Examples | CAASPP |
| Grade 8 Scoring Guide | CAASPP |
| Grade 8 Constructed Response Examples | CAASPP |
| High School Scoring Guide | CAASPP |
| Document | Source |
|---|---|
| Parent Guide to CAST | CDE |
| Science Framework Ch. 4: Grades 3–5 | CDE |
| HS Science Test Administration | CDE |
| Quick Reference: Start a Test Session | CDE |
| Document | Source |
|---|---|
| How to Read CA NGSS | CDE |
| CA NGSS Grade 3 DCI Arrangements | CDE |
| CA NGSS Grade 4 DCI Arrangements | CDE |
| CA NGSS Grade 7 Discipline-Specific | CDE |
| CA NGSS Grade 8 Discipline-Specific | CDE |
| Resource | URL | Description |
|---|---|---|
| CAASPP Portal | caaspp.org | Official testing portal — practice tests, resources, results |
| CAST Practice Tests | CAASPP Practice | Online practice & training tests for all grade levels |
| CAST Test Results | CAASPP Results | Search test results by school, district, county, or state |
| CDE CA NGSS Page | CDE NGSS | Official CA NGSS standards, frameworks, resources |
| CDE Science Assessment | CDE Science | CDE science testing overview and parent resources |
| NGSS@NSTA | ngss.nsta.org | NGSS standards navigator — search by topic, practice, DCI |
| Next Generation Science Standards | nextgenscience.org | Official NGSS site with full standards text |
| CA Science Framework | CDE Framework | 2016 California Science Framework (instructional guidance) |
| Digital Library | CAASPP Digital Library | Formative assessment resources for educators |
| Smarter Balanced Tools | SmarterBalanced.org | Assessment tools and accessibility resources |
| Resource | URL | Description |
|---|---|---|
| Achieve the Core | achievethecore.org | Standards-aligned instructional resources |
| OpenSciEd | openscied.org | Free, high-quality science instructional materials |
| BSCS Science Learning | bscs.org | Research-based science curriculum and PD |
| PhET Simulations | phet.colorado.edu | Interactive science simulations (grades 3–12) |
| CK-12 | ck12.org | Free science textbooks and simulations |
| SEPUP/Lab-Aids | lab-aids.com | NGSS-aligned science kits and curricula |
| Teachers Pay Teachers — CAST | TpT CAST | Teacher-created CAST prep materials |
cast-science-resources/
├── README.md # This file — main hub
├── docs/
│ ├── grade-5-performance-expectations.md # 45 Grade 5 PEs
│ ├── grade-8-performance-expectations.md # 59 Grade 8 PEs
│ ├── high-school-performance-expectations.md # 71 HS PEs
│ ├── grade-3-interim-assessments.md # Grade 3 IA info
│ ├── test-structure.md # CAST format, timing, tools
│ ├── practice-tests.md # Practice test directory
│ ├── modelit-alignment.md # ModelIt ↔ CAST mapping
│ ├── lever-framework.md # LEVER pedagogical framework
│ ├── modeling-skills-framework.md # 10 fundamental modeling skills
│ ├── content-style-guide.md # Brainchild + NRC content standards
│ ├── helikar-research-bibliography.md # Dr. Helikar's 130+ publications
│ └── official-resources.md # Comprehensive link directory
├── pdfs/ # 88+ official PDFs
│ ├── science-framework/ # 25 CA Science Framework chapters
│ ├── ngss-standards/ # 20 CA NGSS standards by grade
│ ├── CAST-Blueprint.pdf # + 43 test/scoring/admin PDFs
│ └── ...
├── item-specs/ # 177 DOCX item specifications
│ ├── elementary/ # 45 files (Grades 3–5)
│ ├── middle-school/ # 59 files (Grades 6–8)
│ ├── high-school/ # 71 files (High School)
│ ├── castintroitemspecs.docx
│ └── cast_itemspecsappendixa.docx
├── practice-tests/ # 36 practice test files
│ ├── education4equity/ # 3 sample tests with keys
│ ├── ngss-tasks/ # 10 MS + HS assessment tasks
│ ├── cst-legacy/ # 3 CST released questions
│ └── caa-alternate/ # 20 CAA alternate assessments
└── LICENSE
| Category | Files |
|---|---|
| Official PDFs | 88 |
| Research PDFs | 3 |
| Item Specifications (DOCX) | 177 |
| Practice Tests & Scoring Guides | 36 |
| Documentation (Markdown) | 12 |
| Total resources | 316+ |
This repository compiles publicly available educational resources for reference purposes. All California Science Test materials are property of the California Department of Education and CAASPP. CA NGSS standards are based on the Next Generation Science Standards, developed by Achieve, Inc.
See LICENSE for details.
Compiled by Alexandria's Design for ModelIt K12 product alignment and content development.