Indicator 1h

s, or scientific concepts.

● Determine where students have the opportunity to iterate on their thinking as they figure out novel,

uncertain, or unexplained phenomena, problems, or scientific concepts. This includes both discourse and

individual reflection.

● Determine where student sensemaking requires meaningful, intentional, and integrated use of SEPs,

CCCs, and DCIs.

● Determine where meaningful and intentional presence of two-dimensional integration of SEPs and DCIs,

CCCs and DCIs, or CCCs and SEPs occurs.

● Identify the presence of above and/or below grade band elements associated with sensemaking.

Cluster Meeting

Discuss and answer the following questions to support consensus scoring conversations:

● How often do learning sequences contain three-dimensional sensemaking?

● How often do learning sequences contain two-dimensional sensemaking?

● How often do learning sequences contain opportunities for students to iterate on their thinking as they

engage in sensemaking?

HS Science Evidence Guide v2.0 Updated July 2025

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Gateway 1: Designed for NGSS

Criterion 1.2 Three-Dimensional Learning and Assessment: Materials are designed for

three-dimensional learning and assessment.

Indicator 1h Materials clearly represent three-dimensional learning objectives within the

learning sequences.

Scoring

2 points

● The materials consistently

provide element-level

three-dimensional learning

objectives.

AND

● Materials consistently provide

opportunities for students to

use and engage with the

elements of the three

dimensions present in the

objectives.

1 point

● The materials

---

the overall program that gives students

sufficient opportunities to reach or exceed all parts of the standards.” (Critical Features of Instructional Materials

Design for Today’s Science Standards, p. 6)

Resources:

● 2015 Achieve NGSS Innovations

● Guide to Implementing the Next Generation Science Standards

● Critical Features of Instructional Materials Design for Today’s Science Standards

Indicator 1h Guiding Question:

Are the materials designed to clearly represent three-dimensional learning objectives within the learning

sequences?

Evidence Collection

Locations to review:

● Review the learning sequences and learning opportunities in both student and teacher materials across

the course.

Resources to use:

● Review NGSS progression documents and standards as needed. Use the Codes for NGSS Elements

document.

Record evidence:

● Identify the learning objectives for each learning sequence or opportunity. Determine if the learning

objectives are three dimensional and if they provide element-level information.

o If component level specificity is provided, assume all elements within that component are

intended to be present

● Determine where there is a match between the learning objectives and what students are actually asked

to do in learning sequences and opportunities.

Cluster Meeting

Discuss and answer the following questions to support consensus scoring conversations:

● How often are three-dimensional learning objectives present? If so, do they detail element-level

specificity?

● How often do learning sequences or opportunities provide opportunities for students to use the el

---

idence Collection

Locations to review:

● All identified formative assessment tasks in both student and teacher materials.

Resources to use:

● Review NGSS progression documents and standards as needed. Use the Codes for NGSS Elements

document.

Record evidence:

● Use the learning objectives identified in indicator 1h.

● Identify elements of the learning objectives in the formative assessments.

● Formative assessments can include activities for individuals or groups of students.

● Determine how many elements of the learning objectives are addressed in the assessments.

○ Consider all formative assessments within each sequence associated with a set of learning

objectives.

● Look for the presence of all elements indicated by the objectives (including off-grade band elements).

● Do not focus on supports for interpreting assessments. These are covered in the examination of the

assessment system in indicators 3g and 3n in Gateway 3.

Cluster Meeting

Discuss and answer the following questions to support consensus scoring conversations:

● Which types of assessments are used to support the formative process? Where are they present? Are

they always consistent in form and function, or do they vary?

● How many elements are evaluated in the formative assessments associated with a set of learning

objectives?

○ How many learning sequences or opportunities assess most or all of the elements from the

associated learning objectives?

○ How do formative assessments within the assessment system reveal student progress and use

of the three dimensions as connected to the learning objectives?

HS Scien