January 19, 2016
Bill Honig, Vice-Chair
Instructional Quality Commission
1430 N Street
Sacramento, CA 95814
Dear Commissioner Honig:
The California Science Teachers Association (CSTA), with a membership of
more than 2,800 California science educators, is grateful for the opportunity
to provide input into the draft of the Science Framework for California Public
Schools: Kindergarten through Grade Twelve (CA Science Framework) during
the first public review period. CSTA applauds the California Department of
Education (CDE), writers, members of the Science Curriculum Frameworks
and Evaluation Criteria Committee, commissioners of the Instructional
Quality Commission, and others who were instrumental in creating the CA
Science Framework.
The road to implementation of the Next Generation of Science Standards
(NGSS) in California is a long one, and we are just getting started. CSTA
members have participated on the Science Expert Panel, Framework Focus
Groups, and development of the Next Generation Science Standards
Systems Implementation Plan for California. I have had the privilege of
serving on the Science Curriculum Framework and Evaluation Criteria
Committee (CFCC), being an “early implementer” in the NGSS K-8 Early
Implementation Initiative, and have been a lead presenter at the CA NGSS
Rollout Symposia. During my time on the CFCC, I was encouraged by the
CDE, Framework writers, and State Board of Education members to provide
my honest feedback and suggestions about the Framework. We have all
worked hard and put in countless hours reading, discussing, editing, and
rephrasing the content of the Framework. As a result of this tremendous
effort by everyone involved, the CA Science Framework is improving with
each step in the process. CSTA is confident that this next step, with the
comments from the first public review incorporated, will be no different.
During this past review period, CSTA’s NGSS Committee co-chairs, Laura
Henriques, past president of CSTA, and Peter A’Hearn, CSTA Region 4
Director, coordinated 30 review sessions in 22 California counties,
ultimately providing opportunities for more than 550 participants to
provide Framework feedback to the California Department of Education. In
addition, review site hosts furnished their top five comments for each
chapter directly to CSTA. Group review host sites and organizers included
NGSS Early Implementers, County Offices of Education, K-12 Alliance,
California Science Projects, RAFT, the Monterey Bay Aquarium, the
California Science Center, and many others. A full listing of review sites,
hosts, and the top five comments collated from the review are included as
attachments.
Although line item comments varied from review session to review session,
several patterns did emerge. Science educators across the state find the
discussion of the core ideas valuable, however the CA Science Framework
lacks a clear illustration of how three dimensional teaching and learning
will look in the classroom. Several grade level chapters still read like the
one-dimensional textbooks of the past, not like a description of the 21st
century, multiple-experience engagement required by the NGSS. As the CA
Science Framework will become a tool for professionals with a wide range
of background knowledge in the NGSS, it is essential that the CA Science
Framework take every opportunity to show these connections clearly. In the
‘Background for Teachers’ sections, vignettes, and snapshots of each grade
level chapter, the core ideas should be explained explicitly as they relate to
crosscutting concepts and science and engineering practices. Learning at
the intersection of the three dimension is the intent of NGSS.
This paragraph from Chapter 7 Grade Nine Through Twelve, High School
Three Course Model, The Living Earth: Integrating Life and Earth Science,
pages 15-16, lines 171-194, is just one example of a section that does not
clearly address the three dimensionality of the NGSS.
“Viable individuals within populations have the ability to better compete for
resources such as food and protected living spaces. Though they still may not
have enough food or safety they have some food and safety and are able to
reproduce and pass on their alleles. Individuals within some populations rally
around the young to help in the raising and protection of the young. It is
important that some of the members of the population reproduce but not all
need too as long as others help “raise” the young and keep the gene line going.
These individuals are known as altruistic. This type of behavior is seen in bees
and ants working in colonies, and other animals in herds, flocks, and schools
surrounding their young to protect them from predators. This is even seen in
human populations where extended family (family members who are
biologically related) help raise the young. There may be a kin selection
process occurring with these examples where the more genetically related an
individual is to the offspring the more likely the individual will “help”
(motivated by the possibility of allowing some of its genetic code to persist).
2
Or, it may be that group selection does not require an actual kinship
relationship, but instead involves other factors. The actual mechanism that
promotes altruism is debated but is definitely based on a cost:benefit ratio
where the individual ultimately receives some direct or indirect benefit for its
effort. Altruism is seen mostly in species that live in social population groups,
but there are definitely many populations that are NOT altruistic. Regardless
of the theoretical basis for altruism, students can directly observe populations
working together (having an ant colony in the classroom or watching videos
that demonstrate the hunting and herding behaviors in animals) in order to
gather evidence that organisms within a population work together to survive
and reproduce. Students then use the evidence to write or present an
argument that altruistic behavior is an important part of survival for some
populations.”
Although the science and engineering practice of arguing from evidence is
mentioned in bold print, the primary focus of the paragraph is the core idea.
Considering that the science and engineering practices (SEP) and
crosscutting concepts are the new and unfamiliar components to High
School Life Science teachers, they should be showcased equally along with
the core ideas. It should be made clear how the three dimensions will be
used in tandem to support student learning.
Similarly, numerous vignettes, place a spotlight on the core ideas addressed
in the lessons, missing opportunities to mention the other two dimensions.
Take the following example from the vignette introduction on page 2 of
Chapter 4 Kindergarten through Grade Two:
Kindergarten Vignette
Needs of Animals and Plants and their Environment
Introduction
Ms. J plans to focus four lessons on instruction and learning on the disciplinary
core idea LS1.C Organization for Matter and Energy Flow in Organisms and
the PE K-LS-1 From Molecules to Organisms: Structures and Processes. She
knows that kindergarten students are interested in animals and has many
classroom resources to support the lessons, including picture books with
animals in their natural habitats, informational texts about how animals live
in different environments, and access to online resources that allow students
to observe animals in the wild. She hopes to instill in her students a respect for
animal and plant life.
Merely adding the science and engineering practices and crosscutting
concepts to the first sentence will communicate immediately to the reader
3
that the teacher explicitly planned a three dimensional lesson sequence. For
instance:
“Ms. J plans to focus four lessons on instruction and learning on the
disciplinary core ideas LS1.C Organization for Matter and Energy Flow in
Organisms, the science and engineering practice of analyzing and
interpreting data, the crosscutting concept of patterns, and PE K LS-1 From
Molecules to Organisms: Structures and Processes.”
As the vignette continues, the crosscutting concept of patterns is mentioned
in bold print twice. However, the science and engineering practice of
analyzing and interpreting data is not mentioned until the vignette debrief
where the reader is told that students engaged in the practice during the
alphabet card and media activities. It is important to point out the
connection of the SEP during the description of the actual lesson and critical
to point out all three dimensions to educators as frequently as possible.
Along with connecting all three dimensions whenever possible, reviewers
of the CA Science Framework noted the lack of lesson segments that focus on
phenomena. Phenomena provide opportunities for teachers to assess
student prior knowledge and give context to the course of study. In the
current draft of the CA Science Framework, references to phenomena are
infrequent in the grade level chapter teacher background information,
vignettes, and snapshots.
The Guiding Principles for the Development and Implementation of the Next
Generation of Science Standard, listed on page 2 of Chapter One Introduction
and Guiding Principles for the Implementation of the Next Generation of
Science Standards of the Draft CA Science Framework, specifically mention
phenomena:
1. Three-dimensional learning: Effective and long-lasting science and
engineering learning occurs when students engage in all the three dimensions
of the CA NGSS to explain phenomena or design solutions to problems.
Framework reviewers across the state provided suggestions for bringing
phenomena to the forefront. One suggestion is to add a section to the Grade
Level Instructional Segment tables where examples of phenomena would
be listed that could drive the study of the Guiding Questions. All vignettes
and snapshots could highlight those phenomena. For example, Snapshot
Grade Three: Probing for Students’ Initial Ideas on Static Electricity on page
23 in Chapter 5: Grades: 3-5, outlines previous course study on contact
forces and concludes by stating that:
4
“...students will develop simple drawings representing models of how
magnets work and will plan their own investigations to find out about
properties of magnets.”
This is an example of an ideal location to provide teachers with a suggestion
for a phenomenon that students can study. For example:
“...students will develop simple drawings representing models of how
magnets work and will plan their own investigations to find out about
properties of magnets and how those properties explain the phenomenon of
an identical magnet picking up paper clips when close but not when far
away.”
The use of phenomena is becoming common place among teachers who are
diving into teaching the NGSS. My job as an 8th grade science teacher in the
Galt Elementary School District means that I work in one of the ten CA NGSS
Early Implementation school districts. As such, our science department has
been creating 5E lessons driven by phenomena for the better part of 18
months. My 8th grade teaching colleagues and I are currently writing a
lesson sequence based on the Chapter 6: Grade Six Through Eight story line
featured in the Preferred 6-8 Integrated Model section. The ‘Background for
Teachers’ does not mention a specific phenomenon, but after reading the
storyline, we chose to use examine the extinction of the dinosaurs.
Everything our students do in class is centered on trying to find the answer
to the question “Why did the dinosaurs go extinct.” Using this phenomenon,
our students can analyze the patterns in the fossil record (MS-LS4-1) and
develop models to explain the cause and effect of Newton’s Third Law (MSPS2-1) and changes in an object’s motion (MS-PS2-2). Similarly, our 7th
grade team is using the phenomena of the railroad tanker imploding to
argue from evidence how thermal energy affects particle motion MS-PS1-4.
These are just some of the phenomena that teachers can use to bring
context to the three dimensions of NGSS.
The content of the CA Science Framework will be new to many educators, so
communicating that content clearly is essential. Anyone who has spent any
time in education knows that it is a profession packed with acronyms, and
the adoption of the Next Generation of Science Standards did little to reduce
the number. Many California science educators at the CA Framework public
review sessions expressed concerns that the use of acronyms, particularly
new acronyms, will hinder the understanding of the NGSS. Possible
solutions to this problem are to spell out abbreviations the first time they
appear in any chapter, eliminate abbreviations from charts, and turn the
5
current Glossary Chapter into a true Glossary that not only spells out the
acronyms, but provides definitions as does the CA ELA/ELD Framework.
Clarifying acronyms whenever possible will increase the readability of the
document.
As we move forward with the next steps on the road to the adoption of the
new CA Science Framework, CSTA is ready and eager to provide further
suggestions to address these and other concerns brought up by the public
during the review period. The Science Framework for California Public
Schools: Kindergarten through Grade Twelve will be an invaluable resource
for science teachers across California. We appreciate the opportunity to
contribute to its completion.
Respectfully,
Lisa Hegdahl
President
Attachments: Summary and Compilation of Comments from CSTA Hosted
Group Review Events
Map of CSTA Hosted Group Review Sites
List of CSTA Hosted Group Review Participants
CC:
Tom Adams, Executive Director, IQC
Robert Foster, Chair, Science Subject Matter Committee, IQC
Cliff Rudnick, Interim Director, Curriculum Frameworks and
Instructional Resources Division, CDE
Bryan Boyd, Curriculum Frameworks and Instructional Resources
Division, CDE
6
Page 1 of 10
Attachment 1
The following is a summary and compilation of the “Top 5” comments that CSTA review sites were asked
to submit after completing of their review. As many sites reviewed the same chapters, members of
CSTA’s NGSS Committee reviewed all of these comments and looked for common themes amongst the
review sites. These synthesized comments are provided below and are representative of the comments
“from the field.”
Chapter: 1. Introduction

Coherence: The statement made on page 9, lines 219-221, "Any omissions in content at lower
grades can severely impact the success of students’ later achievement and compromise the
instructional work of science educators in subsequent grade levels" is appreciated as a great
statement. In order to drive this point home, statements targeting administrators (especially for
grades K-5) concerning their integral role in supporting science education for all grades is
necessary. This is important because currently not all CA students receive science education
every year. Furthermore, it is appreciated that the importance of coherence of curriculum
throughout the day (lines 207-212) is emphasized.

Environmental Curriculum: The section on EEI (beginning on page 24) seems out of place as
currently placed in the document. It is suggested that discussions of EEI be placed in its own
appendix or combine "California’s Environmental Principles and Concepts" beginning on page
22, line 606 with "A Blueprint for Environmental Literacy" beginning on page 26, line 680. The
suggested title of this new section is "Human Impact." A rationale is requested to explain why
environmental literacy is emphasized when scientific literacy in general is neglected by the
framework. Furthermore, more detail on how to implement Environmental Adoption Principles
are needed.

Technology: After reading lines 360-443, it remains unclear if teaching coding is now a
requirement, who is to teach coding, which grade level to begin with and in which subject
groupings coding should be taught. Within the lines of 378-398, language needs to be crafted
addressing the access to technology devices and teacher training essential to fulfilling this
guiding principle. In addition to the resources listed here, PhET Colorado should also be
included.

Access and Equity: In lines 493-497 of page 19 it should be mentioned if the framework will
address equity for higher level or gifted students, differentiation of instruction for these
students, and accelerated pathways. Being that out-of-classroom experiences are key to
applying science and engineering practices, access and equity for all students to these
experiences needs to be addressed in the introduction.

Graphics and Illustrations: In general, when possible, reinterpret narratives into a graphical
representations. Simply put, “more graphics, fewer words.” For example, on page 10, the
bulleted list from lines 253-261 should be changed to a progression graphic similar to what is
seen in Appendix E of NGSS. An example of a graphic that was seen as useful and effective in
Attachment 1: CSTA Group Review Feedback – “Top 5” Comments Compiled
Page 2 of 10
elegantly communicating information is Figure 1 on page 12 in which a Venn diagram shows the
convergence among math, science and ELA practices.

General Recommendations: The framework is an incredible document and deserves an
introduction that excites and inspires teachers, administrators and other readers to support
science and engineering instruction. As it stands now, the writing is too academically dense and
therefore not approachable to all audiences. It is urged that consideration be given to using the
introduction as an opportunity for gaining buy-in.

The document also needs to include language that acknowledges the time teachers need to
prepare curriculum, manage supplies, and implement more hands-on lessons as well as
providing space and equipment for all teachers.
Chapter: 2. Overview

Diagrams and Charts: The chapter needs more diagrams and charts to clarify its content to
teachers. Also the examples should align more directly with the standards, so teachers can easily
understand the connection.

Models and Modeling: The notion of "model" and "modeling" are used a lot but not clearly
described, but simply used throughout text.

Document Accessibility: The overall framework is not as "teacher friendly" as it supposes.
Chapter: 4. K-2

Three-Dimensional Learning: Please provide a Vignette to focus on 3D teaching and learning
that includes hands-on, real life examples along with the included literacy connection.

Phenomenon: Need more examples of phenomenon that focus on an elementary level. Felt that
examples focused on upper elementary and middle school, but ignored primary levels.

Document Accessibility: Needs to be more "user friendly." Examples: integration between
subjects is present, but could be highlighted in vignettes. Do not assume all teachers know
abbreviations, write out terms, have a common format/structure K-5 for all teachers to follow
(suggestion 5E format). Teachers felt they were "flipping" pages to find information. They
requested hyperlinks with each chapter that could lead to online examples and resources.

Document Accessibility: Framework needs to remember that California is a diverse state. This
means when resources are listed, additional resources may need to be included for other areas
of the state. The example given was "crayfish." which is not available in all areas. (Page 58,
beginning at Line 790)

Science & Engineering Practices: There is inconsistency between addressing all of the SEP's at
some grades and some in others. (No specific examples were offered of which grade levels they
were referring to.) Felt that all grades should have all SEP's.

English Language Learners: It would be helpful to have ELL scaffolds listed throughout the
framework.
Attachment 1: CSTA Group Review Feedback – “Top 5” Comments Compiled
Page 3 of 10
Chapter: 5. 3rd -5th

Document Accessibility: Text needs to be more focused and mainstreamed. The majority of
elementary teachers do not have a science background. Bold the SEP/CCC, DCI within text,
coloration needs to be consistent throughout (some sections have tri-color, while others are
only grayscale- prefer tricolor).

Learning Progressions: Given the need to dovetail concepts from one grade level to the next, it
is important to introduce relevant academic language and content vocabulary that will support
students and teachers in grasping later concepts. State if this is the first or last time concept is
covered from TK-12.

Document Accessibility: More specific table of contents (more than K-2, 3-5), and reintroduce
acronyms at the beginning of each grade level.

Common Core Connections: Liked any and all connections to Math, ELD, ELA, but needs to be
more and consistent (either just standards or just domain for CCSS, for example)- add working
live links to examples (both elsewhere in framework, or on internet sites- Khan Academy,
ELA/ELD and Math Frameworks, other standards, etc.).

Engineering: Include more engineering examples/vignettes.

Shifts in Instruction: Wondering if there will be a "crosswalk" document or appendix to bridge
CA 98 and NGSS. Shift from scientific method to inquiry models should be stated. Where does
"hypothesis" fit in?

Phenomenon: Phenomena are initiators of 3D learning. Elementary teachers need clear, concise
examples. They should be introduced before vocabulary to allow students to develop academic
language rather than front load it.
Chapter: 6.

Shifts in Instruction: Vignettes need to show students doing inquiry using the tools of science.
Show PE in context with greater focus on phenomena and relevancy. NGSS mentions 5E model
but none of the vignettes apply the 5E model.

Bundling and Storylines: Model for teachers how to "bundle" and create storylines, then assess
quality. Explain how the Framework storylines were created and assessed. Grade 8 lacks a
unifying theme.

Three-Dimensional Learning: Need more focus on 3D learning and other pedagogical shifts. For
example, "Environmental Principles and Concepts" seems "dropped in" without good flow with
rest of document. Intro is written academically and needs modification to excite support from
administrators, teachers, and others. For example, experiences outside the classroom are key to
applying science & engineering practices with access and equity for all students.

Document Accessibility: Use the same "voice". Apply NGSS terms like model and modeling
consistently so meaning stays clear. Align Framework & NGSS language, e.g. Subconcept ideas
should have same language as DCIs
Attachment 1: CSTA Group Review Feedback – “Top 5” Comments Compiled
Page 4 of 10

Document Accessibility: Color-code vignettes to match SEP, DCI, and CCC. Write chapters to be
read in isolation. Spell out acronyms the first time used.

Sense-Making: Concern over using notebooks as formative assessment rather than a sensemaking tool.
Chapter: 7. Intro to HS

Advanced Coursework: Concern about where AP/advanced classes fit into the progression. It
would help to have more information or sample progressions, and clarification, about how to
build in opportunities for students planning to take AP science classes to access all of NGSS.

Credentialing: More information needed about credentialing issues. Who can teach what? What
happens if people don't have the correct credential (meaning, how do we make it accessible and
not cost-prohibitive for people to get the correct credential)?

Resources: Resources needed seem extreme. Are there going to be recommendations for
minimum requirements, and ways to get the resources if districts/schools are unable or
unwilling to purchase them.

Graduation Requirements: Many schools and districts only have a two year science
requirement, but it seems that the minimum requirement is three years. How to deal with
issues that come along with that: lab space, teacher shortages, space for electives in student
schedules.

Guiding Questions: The guiding questions that help people determine which model to adopt or
revise are really helpful.
Chapter: 7. 3 course model

Physics: HS-ESS1-4 regarding Kepler’s Laws is not included in the CA physics 3 year plan and
should be. We would suggest it be located in Instructional segment 4.

The Introduction was well written-Full of important information and gives clarity on how to use
the standards.

There are concerns how either the 3 course or 4 course models work with the AP Curriculum. It
is recommended the Framework address this.

The storylines had a nice flow - both horizontally and vertically.

The Segment Vignettes are well done - but maybe we need tabs to make it easier to access. It is
important to keep the portions with the standards so one can see how it works together. Add
more vignette example lessons - one suggestion is to include summaries of the vignettes in the
document and place links to the full vignettes so that the length isn't overwhelming.
Attachment 1: CSTA Group Review Feedback – “Top 5” Comments Compiled
Page 5 of 10
Chapter: 7. 4 Course model

Earth 4-year: Water quality and pollution MUST be addressed...Human Impact & pollution: The
Central Valley produces food & fiber for the world so we need to have solutions to droughtDesalinization, etc.

The Introduction was well written-Full of important information and gives clarity on how to use
the standards.

There are concerns how either the 3 course or 4 course models work with the AP Curriculum. It
is recommended the Framework address this.

The storylines had a nice flow - both horizontally and vertically.

The Segment Vignettes are well done - but maybe we need tabs to make it easier to access. It is
important to keep the portions with the standards so one can see how it works together. Add
more vignette example lessons - one suggestion is to include summaries of the vignettes in the
document and place links to the full vignettes so that the length isn't overwhelming.
Chapter: 8. Assessment

Anytime examples of assessment strategies are provided (ex. sticky bars, human scatterplot,
assessment probes) a hyperlink to an example or a description of the strategy would be helpful.
It would also be helpful to have alternative strategies for any that are proprietary (ex. Paige
Keeley assessment probes) so that teachers don't have to spend a lot of money to develop
assessments on their own.

The strategies that come with explanations are more helpful than the others. When rubrics are
provided, they give a better illustration of how students are performing the assessments and
how teachers are using them to impact instruction. However, it would help to have the full
spectrum when student examples are given, rather than one rubric "bar." Also, how are the
focal student selected for these examples, and how would teachers go about selecting these
kids in their own classes?

Organization of the section: it's really dense and needs reference points or a better table of
contents. There also needs to be a system (footnotes, hyperlinks etc.) for resources and
examples that aren't expanded on in the chapter. Also, providing a shorter summary (5 pages)
for administrators or district officials, who are going to be making a lot of the assessment
decisions, would be a good idea. Finally, any time resources are required for the mentioned
assessment, they should be footnoted/hyperlinked as well (like the other examples).

Make sure that all examples are three dimensional instead of just one or two dimensional. Some
of them don't highlight that, and they need to. The examples given for the assessment strategies
do not appear to be exemplary of three-dimensional learning and assessing of the threedimensional learning. Without examples of proper application to this new approach, and an
explanation on how the strategies meet each of the three dimensions, these examples are no
more useful than finding their descriptions on Wikipedia.
Attachment 1: CSTA Group Review Feedback – “Top 5” Comments Compiled
Page 6 of 10

More concrete information needs to be given as to the role of teachers and administrators in
these assessments. What do administrators need to do to encourage/evaluate authentic
assessments? How do teachers write individual/group formative/summative assessments? How
do they then find the time to accurately grade them? And then implement the information to
change their instructional sequence or speed?
Chapter: 9. Access and Equity

The chapter is so important to the key idea of “All Standards, All Students” the suggestion is
made to move the chapter to an earlier place in the Framework, possibly chapter 3.

To achieve access and equity, students must be provided rich experiences in the natural world
that include opportunities to apply three dimensional learning, and contribute their
observations. Schools must support teachers as they plan field trips that include opportunities
to visit and experience science related museums, organizations and industry that apply science
and engineering practices and concepts.

Need to weave throughout the chapter (and introduction) the importance of providing
examples of scientists and engineers that represent the diversity of students in the schools,
meet/work with or have internships with engineers and scientists that look like the students.

MORE SUBGROUPS: Include migrant students as a different subgroup. Include LBGTQ as its own
section with guidance on how to use terms appropriately especially when teaching life science
content. Discuss that there are groups that have little to no access to technology outside of the
classroom. Also, some groups have less access to time for “schoolwork” outside of school due to
home demands, etc. Reorder the subgroups so the groups that are often not highlighted come
before groups that teachers are more aware of.

ELD CONNECTIONS: It would be helpful to connect ELD science framework to the science
framework through specific vignettes. Have references secondary and elementary in the
snapshots. Explain ELD designated vs. ELD integrated earlier in the subgroup section. Emphasize
that all science teachers are ELD integrated teachers earlier as well. Sections on English language
learners and Standard English learners need the clarification and research citations that are
present and presented well in other sections such as Girls, women and gender equity.
Chapter: 10. Instructional Strategies

The notebooking section didn't have enough concrete examples that would allow teachers new
to the concept to implement this strategy.

One of the main ideas in this document is to give specific guidance to how 3D teaching and
learning looks, sounds and feels. To this end they include vignettes of practice and include tools
such as the 5E, project based learning and cognitively guided instruction. However, the authors
have conflated problem based learning and project based learning without highlighting the
value of each or the distinctions between the two closely aligned approaches. Problem based
learning is framed by the teacher, tend to be single content area, and follow a process
prescribed by the teacher. By contrast, classic constructivist project based learning is integrated
across disciplines, features more student choice, and concludes with public presentations of
Attachment 1: CSTA Group Review Feedback – “Top 5” Comments Compiled
Page 7 of 10
learning products. Both are effective and engaging, but language should be inserted into this
chapter that does not conflate the two, its confusing as it stands.

Both the 5E and the engineering process are presented in a linear vs. a more appropriate cyclical
fashion.

Chapter ten highlights three instructional strategies that the authors feel offer the best path
forward for implementing 3d teaching and learning: the 5E, project based learning (problem
based learning), and cognitively guided instruction. In each case, supporting research is offered
and resources for further exploration are cited. The cyclic nature of inquiry could be better
highlighted.

Vignettes comments: Need more, need a common format/structure, need to show how current
instruction was shifted to make it more NGSS Depth of Knowledge and convergences between
CA NGSS and Common Core are another main idea in chapter 10. The examples of DOK in table
7 are valuable and serve to focus teachers on higher level thinking skills. Basically, this section is
a basic support for moving teachers from covering content to guiding students as they make
sense of things for themselves. However, fully making the transition to intentional teaching of
level 3 and 4 will require fulsome amounts of PD for teachers. The convergences between
Common Core and NGSS are also discussed and this sweet spot for teachers to focus instruction
may be seen in table one and again at line 1520 where the authors note that "the type of
classroom discourse promoted by Ca NGSS is aligned with the California CC." This information
on convergent practices is especially valuable information for learning communities
contemplating the transition to NGSS. If they have already made the move to Common Core,
and of course they have, the transition to NGSS may not seem so daunting. The Stanford Venn
diagram highlighting the convergent practices should be in this section as well.

Elementary level: Need example vignettes, teachers at that level may need help with nature of
science if they are not used to doing science.

Strategies to motivate/engage students are of deep importance and here chapter ten lets us
down missing two primary strategies for engaging students. The role of questions and
questioning is appropriately elevated, but the focus is on teacher initiated questioning and "talk
moves." Student led questioning as supported by techniques like the question generation
technique (QFT) lead to much deeper engagement and sustained inquiry. Research support for
honoring student voice and choice is robust, but this section of chapter ten leads us back to
filling empty vessels with questions of only our design. Coauthoring driving questions with
students is supremely effective.

General suggestion of a database/appendix of useful examples, citations/links, ELD specific info
as opposed to integrating it all in to make a huge chapter Teaching and learning in the 21st
century is the final focus of chapter ten.

The Framework elevates problem based learning and integration across content areas saying:
“interdisciplinary student tasks and/or PBL" are the best strategy for developing what are known
as the 4Cs by Buck Institute for Education: Critical thinking, communication, collaboration, and
creativity. The chapter ends by urging readers to examine the resources cited within chapter
Attachment 1: CSTA Group Review Feedback – “Top 5” Comments Compiled
Page 8 of 10
ten. Realizing the ambitious vision of this chapter will require that and much more, including
extensive professional learning on how to structure effective projects that include student
choice, public products, while still meeting the expectations for content learning.
Chapter: 11. Professional Learning and supports

Increase the text to support the need for teachers to be supported in new learning modes.
Successful implementation will require new learning for teachers, so the text should support
and maybe (mandate) teachers attend workshops for development. Include details on How to
make these needs clear to administrators

Develop the idea of "self-developing" (line 296) more; or clarify it. Some of the text is vague
about the use of proven successful PL strategies. Identify where BIG content gaps can be filled.
(from SF?)

Models of PL from framework may not be the most effective. Maybe suggest more than 1 day
workshops. And include assessments of PL.

Include PL that gets teachers to learn how to get their classes outside.

CDE needs to address the temporal nature of the resources, organizations, etc. that are listed as
specific examples. How will those resource lists be updated or kept current? Also the funding of
these PL ideas needs be addressed, like the table of contents alludes to

Figure 3 (page 25) is an issue that has been identified. Too old or unclear.
Chapter: 12. Instructional resources

Reference to "Native Americans ... cultural groups" (183-192) was exclusive in its attempt to be
inclusive.

More guidance and examples for teachers needed around assessment, recommended labs,
student mastery of practices.

Materials are only specifically listed for biology and none of the other DCI's/disciplines.
Recommend removing biology materials or adding others

Access to sinks, power outlets, and large bandwidth Wi-Fi is essential to courses and an equity
issue.

Another category should be added to address developing assessments and addressing student
misconceptions
Attachment 1: CSTA Group Review Feedback – “Top 5” Comments Compiled
Page 9 of 10
Chapter: Appendix A- Recommended Literature

The integration of reading within the unit is well done - the vignettes in the grade level chapters
need to model this practice (they don’t currently). THIS IS ESPECIALLY TRUE FOR MS and HS
WHERE TEACHERS ARE LESS FAMILIAR WITH HOW TO INTEGRATE LITERATURE

Start of the Appendix A is a bit jumpy/choppy. It is smoother and reads better once it gets to the
introduction.

It would be helpful to include Lexile or reading levels in the charts and discuss how the text
needs to follow developmental phonics.

Even though the vignette in the Appendix integrates reading well, it feels more teacher directed
and less student-led.

More instruction on how to pick outstanding trade books at different levels would be helpful.
Not the mechanics of using the CDE website or other lists, actually determining if a trade book is
worth including.

Reference "habits of mind" within the chapter (critical thinking, asking for evidence, etc.)
Chapter: Appendix B- EP and Cs

Getting students outside of the classroom was a priority noted in the overall review of the
framework document. Preparing students for lab and field work outside the classroom was also
mentioned.

The integration of the EP&C's as well as the EEI curriculum was noted in the overall review of
the framework and/or Appendix B; however more explicit NGSS and CCSS connections were
implied. The EEI curriculum is dropped in throughout the document, it needs modification to fit
the flow and context/integration. Not sure how these materials match NGSS instruction.

An explanation at the beginning of the Appendix needs to be added, so that people understand
why these are a part of the framework... rather than just jumping into a chart.
Chapter: Appendix D- 3 year all sciences model

This proposal captures the integrative intent of NGSS and Three D teaching and learning, but is
light on details on how to transition teachers to integrated thematic teaching. Main idea =
integration across traditional content areas is the best pedagogical approach. Good summary of
Achieve's finding that "7 of 10 high achieving countries use integrated models for instruction
through grade 10.”

The second main idea in this chapter is comprehensive vertical integration has been sought by
building learning progressions around the CCCs. It is unclear if they have succeeded, but this is
an ambitious attempt to build coherently from basic concepts to more sophisticated concepts
and applications by focusing on the big ideas (CCCs).

A third main idea is that the phenomenon that students investigate should be place-based and
related to student's interests. Check this quote out: "the topic of inquiry should be chosen based
Attachment 1: CSTA Group Review Feedback – “Top 5” Comments Compiled
Page 10 of 10
on local context, including the school's location and teacher and student interests." This is a high
engagement strategy that really works. Now we need to fully support teacher's professional
learning as they do this type of work.

The authors go straight to teacher's credential concerns saying that the "majority of high school
teachers" are authorized to teach integrated courses across content areas. They note that many
teachers will need PD to get needed content knowledge, but that their understanding of the
SEPs and CCCs will give them a "firm foundation" for teaching the sequence. The table on line
214 is especially helpful.

Teachers and districts may "address PEs in any order they wish." They are very clear that this is a
matter of local control and that while schools must insure that all students can meet every PE,
they have great flexibility in how to approach the task.
Chapter: Appendix E-HIV/AIDS

The assembly bill on HIV/AIDS instruction goes far beyond science to discuss socio-cultural
issues about human sexuality. We are concerned that these issues might not best addressed in
science classrooms, and might not fit well under the umbrella of NGSS.

The framework doesn't not give any recommendations for what grade levels or subjects in
science are most appropriate for introducing the topic of HIV/AIDS and human sexuality. We are
wondering if the state might recommend that districts offer a separate health class considering
the amount of material schools need to cover and the fact that it does not integrate well with
NGSS
Attachment 1: CSTA Group Review Feedback – “Top 5” Comments Compiled
= Site of a CSTA Supported Science Framework Public Review Session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Affiliation
Palm Springs HS
Grade
Type of Credential
Review Session Attended
Palm Springs review session
Torrance Unifed hosted session
Alvord Review Session
San Diego County
CSU Long Beach Review Session
Tracy review session
1
2
3
4
5
6
Name
A Gonzalez
Adam Daley
Adrian Gamez
Adrienne Marriott
Alan Colburn
Ali Gubary
7
Alie Victorine
8
Alina Edgar
Hillcrest
Site Coach
9
Alison Couch
SVUSD
Instructional Coach
Multiple Subject
Orange County Dept of Ed review session
10
Allison Serceki
San Joaquin Elementary School
Instructional Coach
Multiple Subject
Orange County Dept of Ed review session
11
12
Alyssa Nemeckia
Amanda Bertram
VDM, PSUSC
Teacher
Madera South High
single subject sci
Palm Springs review session
Madera Unified hosted review session
13
Amanda Libke
Kerman High School
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
14
Amelia Burke
Teacher
15
16
Amelia Jimenez
Amy Argento
Merced County Office of Education
Laguna Creek High School/EGUSD General
Science
Curriculum Specialist
Jefferson
Single Subject:
Geosciences
Other
17
Amy Bagnall
Saddleback Valley Unified/ Valencia Elementary
5th Grade Teacher District Teacher Leader Multiple Sublect
Orange County Dept of Ed review session
18
Amy Welch
BOUSD
Science Teacher
Orange County Dept of Ed review session
19
20
21
Andrea Borgelt
Andrew Brooks
Andy Brooks
Norte Vista
Biology
4ht/5th
HS
22
Anglica Paz
TOSA
California Science Center Review Session
23
24
Anglon Sean
Anik Bonham
Parent
Playa Vista - LAUSD
Alameda County Review Session
Heal the Bay review session
Wells
Bonita Vista HS, Sweetwater
College/ University Faculty
Jefferson
8th
6th-8th
Santa Clara County Office review Session
Teacher/Aspire
1 of 29
Alvord Review Session
Single
Elk Grove Unified review session
Fresno County Office Review Session
Torrance Unifed hosted session
Alvord Review Session
Tracy review session
Tracy /Aspire review session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
25
26
27
28
Name
Anita Godman
Anita Kreide
Ann Hilke
Ann Marie Lesh
Affiliation
STEM Enrichment Teacher
Grade
Jackson Junior High-ACUSD
LMU
Wood
Torrance Elem
Type of Credential
Review Session Attended
Jackson review session
Torrance Unifed hosted session
Torrance Unifed hosted session
Torrance Unifed hosted session
29
Ann Rice
AUHSD
Science Teacher
Single subject clear
credential
30
Anna Munoz
Los Arboles Middle School, Monterey Pennisula District
6-8th
Single Subject Teaching
Monterey Bay Aquarium Review Session
Credential in Science
31
Anna Rutledge
Orange County Dept of Ed review session
Santa Clara County Office review Session
Multiple Subject
Teaching Credential,
Single Subject Teaching
CSU Long Beach Review Session
Credential in Science,
Single Subject Teaching
Credential in English
32
Anne Maben
Curriculum Specialist
33
Anne Marie Wotkyns
LAUSC
Heal the Bay review session
34
Antoinette Pippin
Teacher
California Science Center Review Session
35
Arlene Laurison
Teacher
Sheldon High School/EGUSD Chemistry
Single subject-chemistry Elk Grove Unified review session
36
Arnold Shugarman
Kids@Science
Board Member
N/A
37
Asmaa Salem
Teacher
T.R. Smedberg Middle School/EGUSD
Single Subject Science,
Elk Grove Unified review session
Biology, General Science
38
Athreya Jagan
Parent
Alameda County Review Session
39
Attlee Gee
Other
San Francisco USD hosted review session
40
41
Ayar Bahar
Bapna Shweta
Parent
Parent
Alameda County Review Session
Alameda County Review Session
2 of 29
Orange County Dept of Ed review session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Affiliation
CHS/ESC
Grade
42
Name
Barbara Brydon
43
Barbara Friedenbach
44
Barbara Hardos
Capistrano Unified School Distric
45
46
Barbara Montgomery
Barbara Smith
Principal/TUSD
Science Teacher
47
Barbara Woods
GJUEDS
48
49
50
51
52
53
Barnett, Teresa
Batalao Anna
Baura Gery
Ben Fabian
Benjamin Kay
Betty Burkhardt
Community Resources for Science
Science Specialist
TOSA
Sweetwater, Olympian High School, teacher
SMMUSD
54
Bev Berekian
AUHSD
55
Bev Marcum
CSU, Chico & Inland Northern Science Project
56
Bill Cavanagh
AUHSD
57
58
59
Bill Shively
Blomberg, Lars
Boudreau Susan
Willows Unified
Antioch USD
6-8 Science Teacher
Orinda USD
60
Bowen Lee
Fremont Elementary, Alisal Union School District
1-2, 3-5, 6-8, 9-12
61
62
63
64
65
66
67
Brad Schleder
Brauning, Jeff
Brenda Mueller
Brian Houghten
Brian Richardson
Brian Vawter
Brittany Peacock
Grant Middle School
John Swett USD
Noyce Master Teaching Fellow, SDUSD
Teacher
Teacher
St. Helen's Catholic School
Arizona
6th-8th
Type of Credential
Review Session Attended
Folsom Cordova USD Review Session
Santa Clara County Office review Session
Elementary Tech TOSA
Jackson Junior High-ACUS
Credentialed Kindergarten-Grade 12
Teacher
Multiple Subject
Orange County Dept of Ed review session
Principal
Tracy /Aspire review session
Jackson review session
MS
Galt Review Session
Oakland Framework Review Session
Alameda County Review Session
Alameda County Review Session
San Diego County
Heal the Bay review session
Torrance Unifed hosted session
Fremont USD
San Leandro USD
West HS
Earth Science Teacher
Geoscience
Orange County Dept of Ed review session
Red Bluff Review Session
Science Teacher
Desmond 7/8
Madera South High
7
th
3 of 29
single subject
Orange County Dept of Ed review session
Red Bluff Review Session
Contra Costa COE Review Session
Alameda County Review Session
Single Subject Teaching
Monterey Bay Aquarium Review Session
Credential in Science
single subject sci
single subject sci
Kings Canyon USD
Contra Costa COE Review Session
San Diego Review Session Facilitator
Madera Unified hosted review session
Madera Unified hosted review session
Fresno County Office Review Session
Alvord Review Session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
68
69
70
Name
Brown Christine
Brown, Paul
Bruce Bartholomew
Affiliation
9-12 Science Teacher
Oakley Union ESD
La Sierra
Grade
Hayward USD
Type of Credential
71
Bryan Marten
Teacher
SFUSD Lowell
72
73
74
75
76
Bryce Cordes
Byrd Clyde
C Campbell
C Goehring
Carisza Lenaburg
CHS
9-12 Science Teacher
Palm Springs HS
Palm Springs HS
Mariposa High School
77
Carl Erickson
78
79
80
Carl Maas
Carmela Golden-Reyna
Carol Alvarado
SMUSD, San Marcos High School
SDSU Credential Program
81
Carolyn Gencerella
TSA
SFUSD
82
Carter Katy
TOSA
Fremont USD
83
Casey Passmore
Curriculum Specialist
SFUSD
84
85
Cathy DiVincenzo
Chad Mabry
86
Char Montgomery
AUHSD
87
88
Chelsea Cochrane
Chen, Eileen
Science Project Specialist/Coordinator, SDCOE
Pittsburg USD
89
Cheri David
Laguna Beach Unified
First Grade Teacher
Multiple
Orange County Dept of Ed review session
90
Cheryl Ann Park
Santa Ana USD
HS science teacher
single
Orange County Dept of Ed review session
91
Cheryl Franklin
LAUSD/- Santee Learning complex
Credentialed K-12 Teacher
single subject in science USC Review Session
Physics
Single Subject Science,
PhD in Chemistry
Review Session Attended
Alameda County Review Session
Contra Costa COE Review Session
Alvord Review Session
San Francisco USD hosted review session
Folsom Cordova USD Review Session
Alameda County Review Session
Palm Springs review session
Palm Springs review session
Fresno County Office Review Session
Mt. Diablo USD
Santa Clara County Office review Session
San Diego County
San Diego County
Torrance Unifed hosted session
Hickory
Multiple Subject
Alameda County Review Session
Single Subject
EMB
Manhattan
Chemistry Teacher
San Francisco USD hosted review session
San Francisco USD hosted review session
Torrance Unifed hosted session
Torrance Unifed hosted session
Multiple and Single
Orange County Dept of Ed review session
San Diego Review Session Facilitator
Contra Costa COE Review Session
4 of 29
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Name
Affiliation
Grade
Type of Credential
Review Session Attended
92
Cheryl Rys
SVUSD
4 th Grade GATE Teacher Leader
Multiple
Orange County Dept of Ed review session
93
Cheryl Sullivan
Teacher
Pershing/5th
multiple subject
Madera Unified hosted review session
94
Cheung Floridia
Kings Canyon Middle School
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
95
96
97
98
99
Cheung, Caleb
Chris Scheck
Christina Bloom
Christina Jacobs
Christina Killeen
OUSD Science
Oakland Framework Review Session
Torrance Unifed hosted session
Torrance Unifed hosted session
San Diego County
Torrance Unifed hosted session
Magruder
Torrance Elem
SDSU
EMB
100 Christine Long
Clovis North High School
Credentialed Kindergarten-Grade 12
Teacher
101 Christine Neal
GJUEDS
Credentialed Kindergarten-Grade 12
Teacher
102 Christine Veliz
Millennial Tech Middle School
103 Christopher Gutierrez
Selma High School
104 Christy Compton Hall
105 Chrstina Miramontes
106 Chuck Kopczak
Project Director, SDUSD
BVES, PSUSD
California Science Center
107 Chuck Kopczak
Calif Science Center - Curator of Ecology
Credentialed Kindergarten-Grade 12
Teacher
Other: Currator of Ecology
Single Subject Teaching
Credential in Science,
Fresno County Office Review Session
Other
Multiple Subject
Galt Review Session
credentia
San Diego County
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
none
California Science Center Review Session
108 Cindi Krokower
109 Cindi Schildhouse
110
111
112
113
Cindy Mitchell
Cindy Carlfeldt
Cindy Hardin
Claudia Del Toro Anguiano
San Diego Review Session Facilitator
Palm Springs review session
USC Review Session
Santa Clara County Office review Session
San Dieguito Union High School District, La Costa Canyon
High School
TCDE
Teacher/TUSD
Dirctore of Outdoor Ed
GJUEDS
Curriculum Director K-8
5 of 29
San Diego County
MS/Admin
Red Bluff Review Session
Tracy /Aspire review session
Heal the Bay review session
Galt Review Session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Affiliation
Grade
Type of Credential
Review Session Attended
114 Claudia Schariff
Curriculum Specialist
SFUSD
Multiple Subject
San Francisco USD hosted review session
115 Clay Elliott
AUHSD
science specialist
single subject/ admin
Orange County Dept of Ed review session
116 Clay Elliott
Science Curriculum Specialist­ AUHSD
117 Clea Matson
Teacher Educator
California Academy of Sciences
118 Constance Boyd
Clovis Unified
Credentialed Kindergarten-Grade 12
Teacher
119 Conyers Keri
120 Cooke, Elizabeth
121 Cortez-Rodas Manuel
3-5 Teacher
Oakland Unified School District
Community member
122 Crystal Howe
Resource Teacher and Core Leadership Team, SDUSD
Name
Orange County Dept of Ed review session
San Francisco USD hosted review session
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
San Lorenzo USD
Alameda County Review Session
Oakland Framework Review Session
Alameda County Review Session
MRCR Education
San Diego Review Session Facilitator
123 Cyndi Maijla
Santa Clara County Office review Session
124 Cynthia Carlfedlt
3rd-5th
125 Cynthia Sargent
STEM Coordinator
Sutter County COE
126
127
128
129
Hillcrest
Lafayette SD
Oakley Union ESD
OUSD Science
Physics
Cynthia Wilson
Cyr, Alice
Dado, Candice
Dae-Ross, Sonnie
130 Daniel Athey
Teacher
131
132
133
134
Hillcrest
SUHSD Castle Park High School
Teacher
Proejct Director, LSUSD
Danielle Ennis
Darci Kimball
Dave Hauxhurst
Dave Tupper
Tracy review session
Single Subject - Biology CSTA (Folsom) Review Session
Alvord Review Session
Contra Costa COE Review Session
Contra Costa COE Review Session
Oakland Framework Review Session
Single Subject Science,
Monterey Trail High School/EGUSD/EGUSD Biology, Chemistry,
General Science
Earth
Parkwood 4
6 of 29
multiple subject
Elk Grove Unified review session
Alvord Review Session
San Diego County
Madera Unified hosted review session
San Diego Review Session Facilitator
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Name
Affiliation
Grade
Type of Credential
Review Session Attended
135 David Alkass
San Ysidro School District, San Ysidro Middle School
San Diego County
136 David Huxley
Alvord
137 David Komanapalli
WEB DuBois Charter School
138 Davin Aalto
Sanger High School
139 Dawn Castillo
SUHSD; Rancho Del Rey Middle School
140 Dawn Rege
TSA
SFUSD
141 Dean Reese
142 Debbie Geideman
143 Debbie Gordon
Tracy High School
Arizona
Vdm, PSUSD
HS
6
144 Debbie Penland
Hoover High School
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
Earth
Alvord Review Session
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
San Diego County
Biological
San Francisco USD hosted review session
Tracy /Aspire review session
Alvord Review Session
Palm Springs review session
th
145 Deborah A. Farkas
TSA
SFUSD-C&I-Humanities
Single Subject Life
Science, Multiple
Subject
146 Denise Mann
AUHSD
Science teacher
Life Science supp: Chem Orange County Dept of Ed review session
147
148
149
150
151
152
153
154
155
156
3-5 Teacher
Fresno State
Martinez USD
Science Specialist
TOSA
San Diego Unified
Teacher
Villegas
USC JEP Program
Balboa Elementary
Hayward USD
College/University Faculty
Other
Dennis Tricia
Dermot Donnelly
DeWeerdt, Jennifer
Dhillon Jagdeep
Dhillon Tan
Diana Dent
Diana Roberts-Lockling
Diane Griesinger
Dieuwertje Kast
Diode de Dios
Fremont USD
Hayward USD
Thomas Jefferson/7
single subject sci
th
6
Other: Education Consultant
7 of 29
none
San Francisco USD hosted review session
Alameda County Review Session
Fresno County Office Review Session
Contra Costa COE Review Session
Alameda County Review Session
Alameda County Review Session
San Diego County
Madera Unified hosted review session
Alvord Review Session
USC Review Session
San Diego County
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Name
157 DiStefano Rachelle
158 Don Whisman
159 Donna Ross
Affiliation
Community member
Principal, SDUSD
Science Education, SDSU
Grade
CSUEB
Type of Credential
Review Session Attended
Alameda County Review Session
San Diego Review Session Facilitator
San Diego Review Session Facilitator
160 Dustin Gowan
Laguna Beach Unified Schools
K­5 Instructional Coach
Ed. Specialist
Orange County Dept of Ed review session
161 Edith Holt
162 Edwards-White Donna
Norte Vista
9-12 Science Teacher
Chemistry
Hayward USD
163 Eileen Surya
SAUSD
teacher
164 Elena Banks
SDUSD Grant Elementary K-8 Science Coordinator
165 Elisa Slee
Capistrano/Kids@S cience
166 Elizabeth Droge
Fresno Unified
Alvord Review Session
Alameda County Review Session
single subject
Orange County Dept of Ed review session
San Diego County
First grade teacher
multiple
Credentialed Kindergarten-Grade 12
Teacher
Multiple Subject
Teaching Credential,
Single Subject Teaching Fresno County Office Review Session
Credential in Science,
Other
single subject biology
supplemental in
chemistry
167 Elizabeth Wollbrinck
Teacher
Toby Johnson Middle School/EGUSD
168 Ellett Michelle
169 Els Jacobse
6-8 Science Teacher
San Diego Unified Juarez Elementary
Mt. Diablo USD
170 Emily Crouch
TSA
SFUSD
171 Enrique Lopez
172 Eri cYoshimitsu,
Curriculum Director
173 Eric Lems
Credentialed K-12 Teacher/Curriculum Specialist
SFUSD - 9-12
174 Eric Pearson
La Sierra
Biology
8 of 29
Orange County Dept of Ed review session
Elk Grove Unified review session
Alameda County Review Session
San Diego County
Multiple Subject
San Francisco USD hosted review session
SSCP English, Admin
Madera Unified hosted review session
Rialto review session
Single Subject Science
San Francisco USD hosted review session
Alvord Review Session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Affiliation
Grade
175 Erica Correia
Firebaugh High School- FLDUSD
Credentialed Kindergarten-Grade 12
Teacher
176 Erika Monterrubio
177 Erin Luna
SDSU
SDSU
178 Floridia Cheung
Fresno Unified / Kings Canyon MS
179
180
181
182
183
California State University, Fresno
Walnut Creek SD
T.L. Reed
OUSD
La Sierra
College/University Faculty
184 Gema Suarez
AUHSD
Chemistry Teacher
Single
185 Gina Timm
Teacher, San Juan USD, San Juan HS
9-12
Single Subject - Biology
CSTA (Folsom) Review Session
w/ suppl. Chemistry
186 Ginger Tyson
San Diego Unified
187 Glady Ruiz
MHS
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
188 Glen Carpenter
Alta Sierra Intermediate
Credentialed Kindergarten-Grade 12
Teacher
Multiple Subject
Teaching Credential
189 Gomberg, Anna
190 Gonsalves, Phil
191 Gordon Marc
OUSD
West CC USD
9-12 Science Teacher
192 Grace Nall
San Diego Unified School District, Walker Elementary
School, National Board Certified Teacher
San Diego County
193 Greg Greenberg
San Diego Unified (Lewis Middle)
San Diego County
Name
Frederick Nelson
Freeman, Stacy
Gabriela Mendoza
Gallagher, Kate
Gary Pike
Credentialed Kindergarten-Grade 12
Teacher
Type of Credential
Review Session Attended
Multiple Subject
Teaching Credential,
Single Subject Teaching Fresno County Office Review Session
Credential in Science,
Other
San Diego County
San Diego County
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
Fresno County Office Review Session
Contra Costa COE Review Session
Kings Canyon USD
Oakland Framework Review Session
Alvord Review Session
6th-8th
Earth
Orange County Dept of Ed review session
San Diego County
San Leandro USD
9 of 29
Fresno County Office Review Session
Oakland Framework Review Session
Contra Costa COE Review Session
Alameda County Review Session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Name
Affiliation
Grade
Type of Credential
194 Gregeory Fung
195 Gregorio Maria
Review Session Attended
Santa Clara County Office review Session
Parent
196 Gretchen Bazela
Califronia Science Center
197 Gretchen Bazela
Education Director CA Sci Center
198 Guadalupe De La O
199 Gwen Noda
200 Hair Richard
Credentialed Kindergarten - Grade 12 Teachers
n/a
Parent
Alameda County Review Session
Other: Science Museum Sr. Director of
Education
none
USC Review Session
California Science Center Review Session
10th-12th biology
Other: Education Consultant
201 Hans Barber
SSCP Sci
none
CSU Long Beach Review Session
USC Review Session
Alameda County Review Session
Santa Clara County Office review Session
202 Harker Melissa
203 Heather Doyle
6-8 Science Teacher
Fremont USD
204 Heather Murphy
Santa Cruz City Schools
9-12th (bio and chem)
Single Subject Teaching
Monterey Bay Aquarium Review Session
Credential in Science
205 Heather Ramsey
La Madera Elementary
Principal
Multiple Subject Admin. Orange County Dept of Ed review session
206 Heather Schultz
Loma Vista
7th
Alvord Review Session
207 Heather Wygant
208 Hector Ruiz
209 Helen Hixon
210 Holly Barnes
Alameda County Review Session
Heal the Bay review session
Santa Clara County Office review Session
SDSU
Beverly Hills Unified
La Sierra
Site Coach
211 Hope Oliver
San Diego County
Heal the Bay review session
Alvord Review Session
Santa Clara County Office review Session
212 Howard Johnston
Saddleback Valley Unified / Santiago and Trabuco Elem
Principal
213 Hunau, Jenny
214 Huy Tran
215 Ian Fish
San Ramon Valley USD
SDSU
Norte Vista
Earth
10 of 29
Multiple Subject, Single
Orange County Dept of Ed review session
Subject,
Contra Costa COE Review Session
San Diego County
Alvord Review Session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Name
Affiliation
Grade
Type of Credential
216 Isaac Raymond
217
218
219
220
Jackson Devin
James Gass,
James Locke
James Rader
Santa Clara County Office review Session
6-8 Science Teacher
Mt. Diablo USD
Alameda County Review Session
Rialto review session
Torrance Unifed hosted session
San Diego County
Manhattan Beach MS
SDSU
221 Jamie Anthony
Coalinga High School
Credentialed Kindergarten-Grade 12
Teacher
222 Jamie Clapper
AUHSD
Science Teacher
Single Subject Teaching
Credential in Science,
Fresno County Office Review Session
Other
Single Subject­Bio
223 Jane Chen
224 Janet Hubner
Jannifer Haut
Jay M. Smith
Jeannette Griffin
Jeffrey Claxton
Jeffrey-Clark, Theresa
Jen Swart
Orange County Dept of Ed review session
Santa Clara County Office review Session
Computech
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
225 Janet Lee
226
227
228
229
230
231
Review Session Attended
Santa Clara County Office review Session
Teacher
SDSU
T.L. Reed
OUSD
232 Jenean Bray
Rafer Johnson Jr High
233 Jennifer Chen
Teacher
HS (bio)
Desmond 7
6th-8th
Credentialed Kindergarten-Grade 12
Teacher, Curriculum Specialist
single subject sci
Tracy review session
Madera Unified hosted review session
San Diego County
Kings Canyon USD
Oakland Framework Review Session
Heal the Bay review session
Multiple Subject
Teaching Credential,
Fresno County Office Review Session
Single Subject Teaching
Credential in Science
California Science Center Review Session
11 of 29
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Affiliation
Grade
Type of Credential
234 Jennifer Click
FUSD
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
235 Jennifer Disney
236 Jennifer Gerhardt
237 Jennifer Haut
La Sierra
TUSD, West High School
Chemistry
Arlington
HS
238 Jennifer Jewell
AUHSD
MS/8th Grade/Physical Science
Single
Orange County Dept of Ed review session
239 Jennifer Kalashian
Fresno Unified
School Principal/Administrator/VicePrincipal
Other
Fresno County Office Review Session
240 Jennifer Kassel
Teacher/TUSD
San Dieguito Union High School District Science Teacher
on Special Assignment (ToSA)
Name
241 Jennifer McCluan
Review Session Attended
Alvord Review Session
Torrance Unifed hosted session
Tracy /Aspire review session
Tracy /Aspire review session
San Diego County
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
242 Jennifer Meadows
Clovis East High School
243 Jennifer Rasic
Placentia­Yorba Linda USD
Orange County Dept of Ed review session
244 Jennifer Rasic
Placentia­Yorba Linda USD
Orange County Dept of Ed review session
245 Jenny Gibson
Parent/PBIS RP Coach
246
247
248
249
250
Jessica Garcia
Jessica Sawko
Jessica Stone
Jill Grace
Jill Grace
251 Jill Lytle
Multiple Subject
San Francisco USD hosted review session
Thomas Jefferson/7
n/a
single subject sci
SSCP Sci
Torrance Unifed hosted session
CSTA (Folsom) Review Session
Madera Unified hosted review session
CSU Long Beach Review Session
San Diego Review Session Facilitator
Science Teacher
Single Subject
Orange County Dept of Ed review session
Fern
Executive Director CSTA
Teacher
K12 Regional Director
Regional Director, K12Alliance/WestEd
SAUSD/Godinez High School
252 Jim Childers
Bert Lynn
Torrance Unifed hosted session
253 Jim Forte
Parent
San Francisco USD hosted review session
254 Joan Tanis
SUHSD
San Diego County
12 of 29
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Affiliation
Grade
255 Joanne Brown
Teacher
Edward Harris Middle School/EGUSD 7th
grade Life Science
256 Joel Janzen
Hoover HS
Credentialed Kindergarten-Grade 12
Teacher
257 Joell Russell
TUSD, Kimball High School
HS
258 Johanna Kersten
AUHSD
Biology Teacher
single subject
Orange County Dept of Ed review session
259 John Durand
GJUEDS
Credentialed Kindergarten-Grade 12
Teacher
MS/LH/RSP/Science
Galt Review Session
260 John Foster
Tiger Woods Learning Center
Lead Instructor
261 John LeFay
St. Helen's School - Diocese of Fresno
Credentialed Kindergarten-Grade 12
Teacher
262
263
264
265
266
Science Coordinator, SDCOE
OUSD
Navelencia Middle School
Credentialed Kindergarten - Grade 12 Teachers
Teacher/TUSD
Name
John Spiegel
Johnstone, Jeri
Jorge Delport
Joseph Fiktarz
Josh Montero
Type of Credential
Single subject
Geosciences, Multiple
subject with science
authorization
Review Session Attended
Elk Grove Unified review session
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
Tracy /Aspire review session
Orange County Dept of Ed review session
Multiple Subject
Teaching Credential
6th-8th
SSCP
SSCP Sci
Fresno County Office Review Session
San Diego Review Session Facilitator
Oakland Framework Review Session
Kings Canyon USD
CSU Long Beach Review Session
Tracy /Aspire review session
267 Josh Olson
Clovis North High School
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
268 Joshua Munoz
Teacher
Desmond 7
single subject sci
269 Joshua Purves
Clovis Unified School District
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
270 Joshua Sexton
Coalinga High School
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
271 Joy Cordia
Brea Olinda HS
AP, Curriculum
multiple, admin
13 of 29
Madera Unified hosted review session
Orange County Dept of Ed review session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
272
273
274
275
276
277
278
279
280
281
282
283
Name
Juanita Chan,
Judi Hayes
Julie Akerson
Julie Cox
Julie Walker
Juliette Solis
Jung Hee soon
Kara Heincrich
Karen Alcorn
Karen Bridges
Karen Tavares
Karie Jundanian
Affiliation
Grade
Type of Credential
GJUEDS
Principal, Elem K-6
Wood
6th-8th
MS/Admin
SUHSD Rancho del Rey Middle
Core Leadership Team, SDUSD
Parent
TUSD, Principal, Art Freiler Elementary School
SDSU
Loma Vista
Jefferson
elem
8-Jun
6
Elem, Principal
th
Review Session Attended
Rialto review session
Galt Review Session
Torrance Unifed hosted session
Tracy review session
San Diego County
San Diego Review Session Facilitator
Alameda County Review Session
Torrance Unifed hosted session
Tracy /Aspire review session
Tracy review session
San Diego County
Alvord Review Session
Rafer Johnson Jr. High School
Credentialed Kindergarten-Grade 12
Teacher
Multiple Subject
Teaching Credential,
Fresno County Office Review Session
Single Subject Teaching
Credential in Science
285 Karla Walls
Rafer Johnson Jr. High School
Credentialed Kindergarten-Grade 12
Teacher
Multiple Subject
Teaching Credential,
Fresno County Office Review Session
Single Subject Teaching
Credential in Science
286 Karri Ravi
Parent
287 Kateline Vu
WSD/Kids@Scienc e
288 Katharine Mendivil
Director of community & Exhibits (CA Sci Center)
289 Kathryn Danielson
Teacher Education
290 Kathryn Schulz
Regional Director, San Diego Science Project
291 Kathy Gill
Teacher, Davis Joint Unified - Willett Elementary
292 Kathy Niino
district academic coach - elementary
284 Karla Walls
Alameda County Review Session
Kindergarten Teacher
Multiple
Orange County Dept of Ed review session
California Science Center Review Session
Cal Academy
San Francisco USD hosted review session
San Diego Review Session Facilitator
4-6th Science
14 of 29
Single Subject - Life
Science
multiple subject
CSTA (Folsom) Review Session
Madera Unified hosted review session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Name
Affiliation
Grade
Type of Credential
293 Kathy Picchi
Santa Clara County Office review Session
294 Katie Tobin
TSA
295 Katrina Richards
SDSU
296 Kay Barrie
Granite Ridge Intermediate
297 Kayla Zeal
298 Kelli Quan-Martin
Review Session Attended
Teacher
299 Kellie Jeffery
SFUSD
Bio
San Francisco USD hosted review session
San Diego County
6th-12
Multiple Subject
Teaching Credential,
Single Subject Teaching Fresno County Office Review Session
Credential in Science,
Other
Tracy review session
Toby Johnson Middle School/EGUSD
Single Subject Biology
Credentialed Kindergarten-Grade 12
Teacher
Fern
Elk Grove Unified review session
Torrance Unifed hosted session
300 Kelly Carr
SMUSD / San Marcos High School / Assistant Principal
San Diego County
301 Kelsey Lee
na
Na
302 Ken Kister
Grant Middle School
6th-8th
303 Ken Wesson
Natl Sci Consultant
SSL
PhD
304 Kendia Herrington
Buchanan High School
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
Other (please specify)
Monterey Bay Aquarium Review Session
Kings Canyon USD
305 Kenneth Lewis
San Francisco USD hosted review session
Santa Clara County Office review Session
306 Kevin Koch
307 Kevin Nishi
308 Kevin Nishi
JWMS, PSUSD
Teacher/Aspire
Palm Springs review session
Tracy /Aspire review session
Tracy review session
309 Kim Adams
Laguna Beach Unified
SDc 4th­5th gd.
Multiple Subject, Ed.
Sepcialist
Orange County Dept of Ed review session
310 Kim Secor
SAUSD/Kids@Scie nce
3rd grade teacher
Multiple Subject
Orange County Dept of Ed review session
HS
3rd-5th
15 of 29
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
311
312
313
314
315
Name
Kimberly Trench
Kimbrell, Pattie
Kopacz Anna
Korevzon, Grey
Kravin, Drew
Affiliation
Core Leadership Team, SDUSD
Liberty Union HSD
6-8 Science Teacher
OUSD
West CC USD
Grade
Type of Credential
Hayward USD
Review Session Attended
San Diego Review Session Facilitator
Contra Costa COE Review Session
Alameda County Review Session
Oakland Framework Review Session
Contra Costa COE Review Session
316 Kristen Denton
Sr. Coordinator Community Programs CA Sci Center
317 Kristi Whittaker
Clovis Unified-Clovis East HS
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
318 Kristin Hartloff
Tustin Unified SD/Kids@Science
Secondary STEM TOSA
Multiple
319 Kristin Hartloff
Secondary STEM TOSA­Tustin Unified
Orange County Dept of Ed review session
320
321
322
323
Cordova Meadows Elementary
Folsom Cordova USD Review Session
Torrance Unifed hosted session
Alameda County Review Session
Heal the Bay review session
Kristina Cameron
Kristy Mar
Kumar Kusuma
Kurt Holland
California Science Center Review Session
Hull
Parent
SMMUSD
324 Kurt Stenzel
325
326
327
328
Lafontaine, Phil
Lakshmipathy Gayathri
Lari Miller
Laura Henriques
Orange County Dept of Ed review session
California Science Center Review Session
WestEd
3-5 Teacher
ESC
College/ University Faculty
Oakland Framework Review Session
Alameda County Review Session
Folsom Cordova USD Review Session
CSU Long Beach Review Session
Fremont USD
329 Laura Walls
Duncan Polytechnical High
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
330 Lauren Vu­Tran
Kids at Science/ WSD
Program Director
Multiple/Admin
331 Laurie Simerson
332 Le Ellen
Lakeside/Teacher
Parent
333 Leah Wheeler
GJUEDS
Orange County Dept of Ed review session
San Diego County
Alameda County Review Session
Credentialed Kindergarten-Grade 12
Teacher
16 of 29
Multiple Subect
Galt Review Session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Name
Affiliation
Grade
Type of Credential
Multiple Subject
Teaching Credential,
Fresno County Office Review Session
Single Subject Teaching
Credential in Science
334 Leanne Cervantes
FTRP Cohort II
Credentialed Kindergarten-Grade 12
Teacher
335 LeDuc Danika
Informal Science Partner
CSUEB
Review Session Attended
Alameda County Review Session
336 Leena Bakshi
Santa Clara County Office review Session
337 Leigh-Ann Olsen
Kingsburg High School
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
338 Lemke Susan
339 Lepinsky Ray
District Office Administrator
6 Science Teacher
Fremont USD
Hayward USD
340 Leslie Corbett
Orange County Dept of Ed.
341 Leslie Moritz
SVUSD
3rd Grade GATE Teacher
Multiple Subject
342 Leslie Worton
Fresno Unified School District
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Credential in Science,
Fresno County Office Review Session
Other
343 Linda Chilton
Education Program Coordinator, USC Sea Grant Program
USC Review Session
344 Linda Chilton
USC - Sea Grant Program
Heal the Bay review session
345 Linda Tolladay
District Academic Coach: Science
346 Lisa Graham
Saddleback Valley
Principal
347 Lisa Hegdahl
President CSTA, 8th Grade Teacher
8th Grade
348 Lisa Hegdahl
GJUEDS
Credentialed Kindergarten-Grade 12
Teacher
Alameda County Review Session
Alameda County Review Session
Orange County Dept of Ed review session
17 of 29
single subject sci,
multiple subject
Multiple Subject and
Admin
Orange County Dept of Ed review session
Madera Unified hosted review session
Orange County Dept of Ed review session
CSTA (Folsom) Review Session
Single Subject Science &
Galt Review Session
Multiple Subj
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Affiliation
Grade
349 Lisa Milazzo
FUSD: Sequoia Middle School
Credentialed Kindergarten-Grade 12
Teacher
350 Lisa Paisley
SVUSD
Coordinator. STEM TK­12
Multiple/Admin
Orange County Dept of Ed review session
351 Lizette Cabrera
SAUSD
LSP
Single Subject BioSci
Orange County Dept of Ed review session
Name
Type of Credential
Multiple Subject
Teaching Credential,
Other
352 Lora Lerner
353
354
355
356
357
358
359
360
Loren Nikkel
Lorena Sanchez
Lorena Sanchez
Lori Nagaoka
Lori Pina
Lorna Manuel
Lorraine Turner
Lourdes Jimenez
361 Lucille Mansfield
362
363
364
365
366
Lucy Doty
Lumi Denisiu
Lyann Whittley
Lynette Larson
Lynn Valery
367 Lynnn Whitley
368
369
370
371
372
Ma Ningyi
Maggie Mabry
Mahmoudi, Nessa
Maoki, Andrea
Maralee Thorburn
373 Marcy Fishman
Review Session Attended
Fresno County Office Review Session
Santa Clara County Office review Session
Silas Bartsch
Teacher/TUSD
6th-8th
Kings Canyon USD
Tracy /Aspire review session
Tracy review session
Torrance Unifed hosted session
San Diego County
Red Bluff Review Session
San Diego County
Kings Canyon USD
3rd-5th
Hickory
SDUSD Standley MS
Tehama County Department of Ed
SDUSD
Citrus Middle School
6th-8th
Cajon Valley Union, Los Coches Creek Middle School
San Diego County
Bert Lynn
South HS
Torrance Unifed hosted session
Torrance Unifed hosted session
Heal the Bay review session
Torrance Unifed hosted session
Alameda County Review Session
Director of Pre College Educ - USC Wrigely
9-12 Science Teacher
Director K/12 Education, USC Wrigley Institute for
Environmental Studies
Parent
Casimir
Fremont USD
USC Review Session
Alameda County Review Session
Torrance Unifed hosted session
Oakland Framework Review Session
Oakland Framework Review Session
Tracy /Aspire review session
Manhattan Beach MS
Oakland Unified
Oakland USD
TUSD, Art Freiler Elementary School
elem
SVUSD
Grade 5 GATE Teacher & Teacher Leader
18 of 29
Multiple Subject
Orange County Dept of Ed review session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Name
374 Marha Chacon
375 Maria Elena Crabb
376 Marian Murphy-Shaw
Affiliation
Santa Monica HS - SMUSD
SDUSD
Siskiyou Sounty Office of Education
Grade
Type of Credential
377 Marie Bacher
378 Marie Lam De Krieger
Review Session Attended
Heal the Bay review session
San Diego County
Red Bluff Review Session
Santa Clara County Office review Session
Teacher
379 Marissa Stillittano
380 Marissa Vasquez
381 Mark Gendron
Wells
SDUSD - Morse
382 Mark Koker
Self
California Science Center Review Session
EMB
7th
Torrance Unifed hosted session
Alvord Review Session
San Diego County
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
383 Mary Engiques
Santa Clara County Office review Session
384 Mary Koga
Brea Junior High
Teacher/facilitator
385 Mary Koga
Brea Junior High
386 Mary Nelson
Clovis Unified School District
Credentialed Kindergarten-Grade 12
Teacher, Curriculum Specialist
387 Mary Newell
388 Mary Ward,
389 Matt Chamberland
Villegas
8
La Sierra
Biology
390 Matt Jones
Selma High School
Credentialed Kindergarten-Grade 12
Teacher
391 Matt Waggoner
Hillcrest
Biology
392 Matthew Carter
Riverdale High School
Credentialed Kindergarten-Grade 12
Teacher
Single Subject
Orange County Dept of Ed review session
Orange County Dept of Ed review session
th
19 of 29
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
Alvord Review Session
Rialto review session
Alvord Review Session
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
Alvord Review Session
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Name
Affiliation
Grade
Type of Credential
Review Session Attended
393 Maureen Allen
Science Consultant­OCDE
Orange County Dept of Ed review session
394 Maureen Allen
Science Consultant­OCDE
Orange County Dept of Ed review session
395
396
397
398
399
Tehama County Department of Education
Level Playing Field Institute
Oakland USD
Red Bluff Review Session
Oakland Framework Review Session
Oakland Framework Review Session
Heal the Bay review session
San Diego County
Maureen Clements
McAlear, Frieda
McPeek, Annika
Meg Jakubowski
Megan Grupe
Science Teacher
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
400 Megan Nelson
Kerman Middle School
401 Meis, Susan
402 Melanie Villanueva
403 Melcic Lane
Oakley Union ESD
Chula Vista High School
9-12 Science Teacher
Fremont USD
404 Melinda Vogel
Laguna Beach Unified School District
Teacher
405 Meredith Vaughn
406 Metcalfe Darlene
Science Education, SDSU
3-5 Teacher
407 Michael Goodbody
Resource Teacher and Core Leadership Team, SDUSD
408 Michael Kotar
CSU, Chico
409 Michael Olenchalk
Sierra Outdoor School
410 Michelle Black
Cordova Meadows Elementary
Red Bluff Review Session
Credentialed Kindergarten-Grade 12
Single Subject Teaching
Fresno County Office Review Session
Teacher, District Administrator, Curriculum
Credential in Science
Specialist
Folsom Cordova USD Review Session
411 Michelle Leon
Tiger Woods Learning Center
Middle School/ High School
412 Michelle McKinney
Monarch Community School, Santa Cruz City Schools
1-2, 3-5
413 Michelle Paulus
Pajaro Valley Unified School District
1-2, 3-5
414 Michelle Renner
Mohan HS - Alliance
Contra Costa COE Review Session
San Diego County
Alameda County Review Session
Multiple
Orange County Dept of Ed review session
San Diego Review Session Facilitator
Alameda County Review Session
Castro Valley USD
San Diego Review Session Facilitator
Single
Multiple Subject
Teaching Credential
Multiple Subject
Teaching Credential
Orange County Dept of Ed review session
Monterey Bay Aquarium Review Session
Monterey Bay Aquarium Review Session
Heal the Bay review session
20 of 29
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
415
416
417
418
Name
mieka kos
Milena Collins
Miyamoto, Steve
Molina, Anthony
419 Monica Nash
Affiliation
Fresno Teacher Residency Program
Fresno Unified (Teacher Resident)
OUSD
Pittsburg USD
Grade
Type of Credential
Other
Review Session Attended
Fresno County Office Review Session
Fresno County Office Review Session
Oakland Framework Review Session
Contra Costa COE Review Session
Kids@Science/HB CSD/ScienceWorks
Coordinating Teacher
Multiple
Orange County Dept of Ed review session
420 Nalini Suresh
421 Nalleli Herrera
422 Nancy Link
423 Nancy Miller
Santa Clara County Office review Session
Teacher
Principal/TUSD
Grant Middle School
LaVina 5
multiple subject
Principal
6th-8th
424 Nandini Pai
Madera Unified hosted review session
Tracy /Aspire review session
Kings Canyon USD
Santa Clara County Office review Session
425 Narvaez, James
OUSD
Oakland Framework Review Session
426 Neal Alex
Clovis North High School
427 Neika Estey
GJUEDS
428 Nhung Nguyen
429 Nicole DiRanna
Norte Vista
Project Director, SET Project
430 Nicole Roqueta
LBUSD/El Morro Elementary
431 Nicole Vetcher
432 Nicole Weaver
433 Nikki Chambers
SDUSD/Clark Middle
SDUSD Kearny High DMD
434 Nikki Luckin
Fairmont Elementary
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
435 Nina McGTravity
GJUEDS
Credentialed Kindergarten-Grade 12
Teacher
SS Science & Multiple
Subject
436 Nobori, Tak
437 Noche Abigail
Byron USD
9-12 Teacher, Coach
Credentialed Kindergarten-Grade 12
Teacher
Credentialed Kindergarten-Grade 12
Teacher
Site Coach
1st Grade Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
Multiple Subject
Alvord Review Session
San Diego County
Multiple
21 of 29
Orange County Dept of Ed review session
San Diego County
San Diego County
Torrance Unifed hosted session
West HS
New Haven USD
Galt Review Session
Galt Review Session
Contra Costa COE Review Session
Alameda County Review Session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Name
438 Nussbaum, Lisa
Affiliation
Antioch USD
Grade
439 Omar Shepard
Project Manager­ OCDE
Orange County Dept of Ed review session
440 Omar Shepard
Orange County Dept of Ed.
Orange County Dept of Ed review session
441 Omar Shepherd
Orange County Department of Education
Project Manager, STEM/CTE
N/A
Orange County Dept of Ed review session
442 Omar Shepherd
Orange County Department of Education
Project Manager, STEM/CTE
N/A
Orange County Dept of Ed review session
443 Oshel Erick
444 P Langley
445 Pal, Nandini
6-8 Science Teacher
Palm Springs HS
Berryessa Union School District
Fremont USD
446 Pam Verdone/Teresa Andrade
OUSD/Kids@Scien ce
Stem Specialist
447 Parker Sharon
448 Parks, Julie
Science Specialist
Acalanes Union HSD
Stanford University
449 Patricia Calden
Retired Educator/PD
UCSF-SEP Organization
450 Patricia Power-Bearden
451 Patrick Chan
Tehama County Department of Education
452 Patrick Moyle
FUSD
453 Patti Rabun
Laguna Beach Unified/Top of the World Elementary
454 Patty Fowler
San Diego/ Scripps Ranch High School/ Science Teacher
grade 6-8
Credentialed Kindergarten-Grade 12
Teacher, Curriculum Specialist,
College/University Faculty
Teacher
Review Session Attended
Contra Costa COE Review Session
Alameda County Review Session
Palm Springs review session
Oakland Framework Review Session
Multiple subject
Orange County Dept of Ed review session
Alameda County Review Session
Contra Costa COE Review Session
PhD in Chemistry
San Francisco USD hosted review session
Red Bluff Review Session
Tracy review session
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
Multiple Subject
Orange County Dept of Ed review session
San Diego County
455 Paulette Donald
456 Pauline Phillips
Type of Credential
California Science Center Review Session
Kingsburg High School
Credentialed Kindergarten-Grade 12
Teacher
22 of 29
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Affiliation
Grade
Type of Credential
Review Session Attended
457 Peggy Blanton
AUHSD
Science Teacher
Single &: Multiple
Orange County Dept of Ed review session
458
459
460
461
Citrus Middle School
San Diego State University
Lafayette SD
PSUSD
6th-8th
Name
Peggy Ellis
Pei-Hsuan Yang
Peirce, Mallory
Peter A'Hearn
Kings Canyon USD
San Diego County
Contra Costa COE Review Session
Palm Springs review session
Single Subject Teaching
Credential in Science,
Fresno County Office Review Session
Other
462 Peter Allen
Clovis Unified
Credentialed Kindergarten-Grade 12
Teacher
463 Peter Sacks
Irvine High School
Science teacher
Single subject clear
Orange County Dept of Ed review session
464 Phil Romig
Science Curriculum Specialist
Sacramento COE
Multiple Subject Administrative
CSTA (Folsom) Review Session
465
466
467
468
469
470
471
472
473
474
475
SDSU
TOSA
Science Specialist
OUSD
6-8 Science Teacher
Brentwood USD
3-5 Teacher
Oakland, Madison Park Academy
CCHS, PSUSD
San Diego Unified School District
Teacher
Philip Gruber
Pine Gaia
Pingali Raji
Pipping, Sarah
Preminger Linda
Puccioni (Fox), Suzi
Pugh Charlene
Queirolo, Jovel
R Harvey
Rafael Navarro
Randy Durbin
San Leandro USD
Science Gurus
San Lorenzo USD
Hayward USD
Madera South High
single subject sci
476 Raymond Pietersen
Program Specialist-District Admin.
Single Subject-Life,
District Office/Support Science K-12/EGUSD
Physical Science,
Support K-12 Science
Chemistry, and Admin.
477 Rebecca Freeny
FUSD Kings Canyon Middle School
Credentialed Kindergarten-Grade 12
Teacher
23 of 29
San Diego County
Alameda County Review Session
Alameda County Review Session
Oakland Framework Review Session
Alameda County Review Session
Contra Costa COE Review Session
Alameda County Review Session
Oakland Framework Review Session
Palm Springs review session
San Diego County
Madera Unified hosted review session
Elk Grove Unified review session
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Affiliation
Grade
Type of Credential
478 Rebekah Faust
Abraham Lincoln Middle School Selma
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
479
480
481
482
Martinez USD
OUSD Science
Acalanes Union HSD
3-5 Teacher
Castro Valley USD
483 Rhonda Marriott­Gonzales
Saddleback Valley
K­6 Instructional Coach
484 Rich Hedman
Director, MASE
Co-Director, SASP
485 Richard Moore
Teacher
486 Rick Pomeroy
Lecturer/Supervisor for the science teaching credential
program in the School of Education, UC Davis
487 Rita Jakel
Irvine Unified School District
Name
Reiley, Cyndi
Reinhardt, Thom
Renno, Amanda
Reynes Charles
Review Session Attended
Contra Costa COE Review Session
Oakland Framework Review Session
Contra Costa COE Review Session
Alameda County Review Session
Multiple Subject,
Education specialist
Orange County Dept of Ed review session
CSTA (Folsom) Review Session
SFUSD
Single Subject Chem &
Bio
San Francisco USD hosted review session
CSTA (Folsom) Review Session
teacher
single subject
488 Roberto Alvelais
Orange County Dept of Ed review session
Santa Clara County Office review Session
489 Robertson, Jan
Mt. Diablo USD
Contra Costa COE Review Session
490 Rochelle Mothokakobo
Student Initiative Manager, Ocean Discovery Insitute
San Diego County
491 Rocio Garcia
492 Romo, Miguel
K
Tracy review session
Contra Costa COE Review Session
Clayton Valley CHS
493 Ron Michelotti
AUHSD
Science Teacher
Single
Orange County Dept of Ed review session
494 Ron Rammer
495 Ron Wallance
496 Rose Ann Morris
GJUEDS
PSUSD
Mountain Empire USD, Tech TOSA
Principal, MS
SS and Admin
Galt Review Session
Palm Springs review session
San Diego County
497 Ruth Abatzoglou
SAUSD
CTE Curriculum Specialist
Single Subject Life
Science
24 of 29
Orange County Dept of Ed review session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Affiliation
Grade
Type of Credential
498 Ryan Froese
Clovis Unified School District
Credentialed Kindergarten-Grade 12
Teacher, College/University Faculty
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
499
500
501
502
503
504
505
Grant Middle School
Sutter
Oakland Unified School District
6-8 Science Teacher
n/a
Parent
Parent
Name
Ryan Kopper
Samantha O'Boyle
Sanders, Belinda
Sandoval Rosemary
Sankar, Ramya
Sankeshi Rakesh
Santillan Olivia
6th-8th
Review Session Attended
Kings Canyon USD
Folsom Cordova USD Review Session
Oakland Framework Review Session
Alameda County Review Session
Oakland Framework Review Session
Alameda County Review Session
Alameda County Review Session
San Lorenzo USD
506 Sara Carvalho
Santa Clara County Office review Session
507 Sara Meadows
Edison High Fresno Unified
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
508 Sarah Delaney
District Admin
SFUSD
Single Subject
509
510
511
512
SDSU Science
Martinez USD
Scott Sleeper
Scott, Damian
Sean Killeen
Sellers, Sonja
Byron USD
TSA
514 Shannon Cabrera
Teacher specialist
515 Shannon Creviston
Hoover High School
516 Shannon Mastan
SFUSD
Physics
San Francisco USD hosted review session
California Science Center Review Session
Credentialed Kindergarten-Grade 12
Teacher
Arnold
517 Shannona McIntosh
518 Sharma Sandhya
San Diego County
Contra Costa COE Review Session
Torrance Unifed hosted session
Contra Costa COE Review Session
Arnold
513 Shaimam Martanshal
San Francisco USD hosted review session
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
Torrance Unifed hosted session
Santa Clara County Office review Session
Science Specialist
Fremont USD
25 of 29
Alameda County Review Session
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Name
519 Sharon Cecchi
Affiliation
Grade
Type of Credential
Review Session Attended
OUSD/Kids@Scien ce
Elementary Science Teacher
multiple subject
Orange County Dept of Ed review session
520 Sheila Reamer
521 Shelia Harrison
522 Shelley Richardson
EMB
Assoc Supt
Teacher
523 Shelly Thompson
Elizabeth Pinkerton Middle School/EGUSD
admin
Single Subject Life
Science CLAD
West HS
Torrance Unifed hosted session
Tracy review session
Elk Grove Unified review session
Torrance Unifed hosted session
524 Sherrie Starkie
Santa Clara County Office review Session
525 Sibille Theffkorn
Santa Clara County Office review Session
526
527
528
529
530
531
532
533
Sinead Klement
Small, Adrienne
Srem Yvonne
Stacie Chuck
Stella Park
Stephanie Brown
Stephen Callahan
Sue Edwards
Science Teacher
Lafayette SD
Parent
Kimball High
San Diego Unified
West High School
TUSD, Williams Middle School
Jackson Junior High-ACUS
Jackson review session
Contra Costa COE Review Session
Alameda County Review Session
Tracy /Aspire review session
Torrance Unifed hosted session
San Diego County
Tracy /Aspire review session
Tracy /Aspire review session
HS
Magruder
HS
MS
534 Supriya Moore
Santa Clara County Office review Session
535 Susan Bertram
536 Susan Garcia
Mitchell Middle School
Credentialed Kindergarten - Grade 12 Teachers
6th-8th
537 Susan Hansen
Cupertino Union School District
6-8
Folsom Cordova USD Review Session
CSU Long Beach Review Session
Single Subject Teaching
Monterey Bay Aquarium Review Session
Credential in Science
th
538 Susan Kind
539 Susan Park
540 Susheela Nath
541 Tagami, Ted
SSCP Sci
Santa Clara County Office review Session
Seaside
k-12
Magnitude.io, Inc
542 Tamara Juarez
Torrance Unifed hosted session
Tracy review session
Oakland Framework Review Session
Santa Clara County Office review Session
26 of 29
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Affiliation
Grade
Type of Credential
543 Tammy Kudela
Mariposa High School
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
544 Tammy Payton
San Diego Unified School District, Alcott Elementary
Name
545 Tammy Rinkenberger
Cooper Academy- Fresno Unified
Review Session Attended
San Diego County
Credentialed Kindergarten-Grade 12
Teacher
Multiple Subject
Teaching Credential,
Fresno County Office Review Session
Single Subject Teaching
Credential in Science
546 Tara Sikorski
Santa Clara County Office review Session
547 Tera Black
EMB
Torrance Unifed hosted session
548 Teresa Acero
Capistrano AUHS Unified
2nd Grade Dual­Immersion
Multiple Subject
Orange County Dept of Ed review session
549 Tesi (tayzee) Treuenfels
Santa Monica Malibu Unified School District
3-5th
Multiple Subject
Teaching Credential
Monterey Bay Aquarium Review Session
550 Therese Arsenault
Teacher/Instructional Leader
Gateway Public Schools Math/Science
Multiple Subject
San Francisco USD hosted review session
551 Thomas Lu
552 Tierra Runner
San Diego Unified and Millennial Tech Middle
Mills Middle School
553 Tiffany Adams
Sunnyside High School
554 Todd Lile
Chief Academic Officer
555 Tomita Jennifer
Site level Administrator
Castro Valley USD
556 Tricia Engel
Laguna Beach Unified
4th grade teacher
multiple subjects
Orange County Dept of Ed review session
557 Tricia Gray
SVUSD
Kindergarten Teacher
Multiple
Orange County Dept of Ed review session
558 Tuohy, Brenda
OUSD Science
San Diego County
Folsom Cordova USD Review Session
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
SSCP history, SSCP
English, Admin
Madera Unified hosted review session
Alameda County Review Session
Oakland Framework Review Session
27 of 29
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
Affiliation
Grade
559 Van Lay
TOSA, San Juan USD
TK-2
560 Vanegas Abel
6-8 Science Teacher
Mt. Diablo USD
561 Vanessa Gomez
Teacher
California Science Center Review Session
562 Vargas, Claudio
563 Velez, Diana
OUSD Science
Lawrence Hall of Science
Oakland Framework Review Session
Oakland Framework Review Session
564 Venetia Collier
Buchanan High School
565 Veronica Dyer
San Diego State University
566 Vicente Patino
Credentialed K-12 Teacher/Curriculum Specialist
567 Vicky Rioux
St.Rose Mc Carthy Catholic School
568 Vicky Sims
C&I coach
569 Vicky Sims
Madera South High School
Credentialed Kindergarten-Grade 12
Teacher
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
570 Victor Ho
Teacher
SFUSD
Multiple Subject
San Francisco USD hosted review session
SSCP Sci
single subject sci
Torrance Unifed hosted session
San Diego County
San Diego County
Contra Costa COE Review Session
Alameda County Review Session
Alameda County Review Session
Contra Costa COE Review Session
Alameda County Review Session
Alameda County Review Session
CSU Long Beach Review Session
Madera Unified hosted review session
Name
571
572
573
574
575
576
577
578
579
580
581
Victoria Perez
vincent stevens
Wai Ian Ngou
Walters, Ann-Marie
Ware Karrie
Warren Stewart
Webb, Tom
Westover Melanie
Wheaton Kyra
Wilkin Lee
William Wolff
Credentialed Kindergarten-Grade 12
Teacher
Type of Credential
Multiple Subject w/
Science Supplement
CSTA (Folsom) Review Session
Alameda County Review Session
Single Subject Teaching
Fresno County Office Review Session
Credential in Science
San Diego County
SFUSD 8th Grade Science
Credentialed Kindergarten-Grade 12
Teacher
Madera South High
SS Math, Foundational
Level Science
San Francisco USD hosted review session
Other
Fresno County Office Review Session
Single Subject Sci
Madera Unified hosted review session
Victor
SDUSD john muir school
Sdsu
San Ramon Valley USD
Science Coach
9-12 Science Teacher
Martinez USD
9-12 Science Teacher
9-12 Science Teacher
Credentialed Kindergarten - Grade 12 Teachers
Teacher
Review Session Attended
Fremont USD
Hayward USD
Fremont USD
Fremont USD
10th Chemistry
Desmond 8
28 of 29
California Science Curriculum Framework First Public Review
CSTA Group Review Participant List
582
583
584
585
586
587
588
Name
Willkom Gerald
Withers-Sparkman Donna
Wright Nancy
Wunschel, Melissa
Zamaria Rocio
Zobeida Merlos
Zulueta, Herberta
Affiliation
6-8 Science Teacher
Parent
Science Specialist
Knightsen ESD
Roosevelt MS
Grade
Hayward USD
Hayward USD
Jefferson
OUSD
29 of 29
Type of Credential
Review Session Attended
Alameda County Review Session
Alameda County Review Session
Alameda County Review Session
Contra Costa COE Review Session
San Diego County
Torrance Unifed hosted session
Oakland Framework Review Session