Coherence and Scope
Indicator 2b
Materials provide opportunities for students to fully learn and develop all claimed grade-band Science and Engineering Practices (SEPs). Claims-Based Review: Indicator 2b focuses on collecting evidence across the entire course to determine the extent that the claimed grade-band science and engineering practices and their elements are included within the course (including connections to Nature of Science (NOS) topics connected to the SEPs) and whether materials provide multiple and repeated opportunities with the claimed grade-band SEPs.
AI proposed
The materials carry explicit element-level SEP claims across a wide range of practices and contexts: SEP 2 (Developing/Using Models 2.1, 2.3, 2.4) in [E4][E6][E9][E12], SEP 3 (Planning/Carrying Out Investigations 3.1) in [E7], SEP 4 (Analyzing/Interpreting Data 4.1) in [E1][E2], SEP 5 (Mathematics/Computational Thinking 5.1) in [E10], SEP 7 (Argument from Evidence 7.1, 7.5) in [E3][E11], and SEP 8 (Obtaining/Evaluating/Communicating Information 8.2, 8.5) in [E1][E5][E10]. Each lesson structures multiple, repeated opportunities to use the claimed SEPs across varied contexts (e.g., 'across opportunities 1-5' in [E5], staged model revision in [E9], spectra analysis across partners/readings in [E1]), satisfying the consistent multiple-and-repeated-use requirement. Non-retrieval of SEPs 1 and 6 reflects a sampling limitation within this designed three-dimensional course, not evidence of absence, so it does not lower the score.
Your decision
The AI’s score is preserved — your decision is recorded alongside it. Accept / Skip advance to the next flagged indicator.
Evidence Guide· what the rubric asks for · click to expand
the learning sequences and learning opportunities in both student and teacher materials.
● Review the claimed standards.
Resources to use:
● Review NGSS progression documents and standards as needed. Use the Codes for NGSS Elements
document.
Record evidence:
● Determine where claims are located within the materials and how close they are to element-level claims
(document whether full or partial elements). If claims are made above the element level, all elements for
that target (PE, component, sub-idea, etc.) are claimed.
● Determine where students develop grade-band understanding of each of the claimed DCIs and their
components (PS, LS, ESS and/or ETS DCIs). Note if the claim is fully met, partially met, or not met by the
materials.
● Determine where the full DCI is taught over the course of multiple learning opportunities, as applicable.
● Describe the specific examples of learning opportunities that include each claimed DCI and associated
elements.
Cluster Meeting
Discuss and answer the following question to support consensus scoring conversations:
● How many of the claimed grade-band DCI elements do the materials incorporate?
HS Science Evidence Guide v2.0 Updated July 2025
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Gateway 2: Coherence & Scope
Criterion 2.1 Coherence and Full Scope of the Three Dimensions: Materials are coherent
in design, scientifically accurate, and support claims made for all three
dimensions.
Indicator 2b Materials provide opportunities for students to fully learn and develop all
claimed grade-band Science and Engineering Practices.
Scoring
8 points
● Materials provide
oppor
---
e
dimensions.
Indicator 2b Materials provide opportunities for students to fully learn and develop all
claimed grade-band Science and Engineering Practices.
Scoring
8 points
● Materials provide
opportunities for students to
fully learn and develop nearly
all claimed grade-band SEP
elements.
AND
● Materials consistently provide
multiple and repeated
opportunities for students to
use claimed grade-band SEPs
across various contexts.
4 points
● Materials provide
opportunities for students to
fully learn and develop most
of the claimed grade-band
SEP elements.
AND
● Materials provide multiple and
repeated opportunities for
students to use claimed
grade-band SEPs across
various contexts, but not
consistently.
0 points
● Materials provide
opportunities for students to
learn and develop few to
none of the claimed
grade-band SEP elements.
OR
● Materials include numerous
elements of SEPs from below
the grade-band without
connecting to grade-band
claimed SEPs.
OR
● Materials do not provide
multiple and repeated
opportunities for students to
use claimed grade-band SEPs
across various contexts.
About this indicator:
What is the purpose of this Indicator?
This indicator
● examines the materials to determine if the claimed grade-band appropriate SEPs and their associated
elements are included in the course.
o Asking questions and defining problems
o Developing and using models
o Planning and carrying out investigations
o Analyzing and interpreting data
o Using mathematics and computational thinking
o Constructing explanations and designing solutions
o Engaging in argument from evidence
o
---
onsensus that these two core ideas belong in the NGSS but a majority of state teams
recommended that these ideas could best be illustrated through their connections to the natural science
disciplines. There are a number of performance expectations that require students to demonstrate not only their
understanding of a core idea in natural science, but also how that idea is supported by evidence derived from
certain technological advances. The connection between these core ideas and specific performance
expectations is shown in the crosscutting concept foundation box.” (NGSS Appendix J, p. 3)
Resources:
● A Framework for K-12 Science Education
● NGSS Appendix F: Science and Engineering Practices
● NGSS Appendix H: Nature of Science
● NGSS Appendix J: Science, Technology, Society, and the Environment
Indicator 2b Guiding Question:
Do the materials provide opportunities for students to fully learn and develop all claimed grade-band Science
and Engineering Practices (SEPs)?
Evidence Collection
Locations to review:
HS Science Evidence Guide v2.0 Updated July 2025
-- 35 of 89 --
● Review the learning sequences and learning opportunities in both student and teacher materials.
● Review the claimed standards.
Resources to use:
● Review NGSS progression documents and standards as needed. Use the Codes for NGSS Elements
document.
Record evidence:
● Determine where claims are located within the materials and how close they are to element-level claims
(document whether full or partial elements).
Retrieved evidence (12 chunks)
- E1 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.67
- E2 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.64
- E3 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.63
- E4 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.63
- E5 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.62
- E6 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.62
- E7 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.61
- E8 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.61
- E9 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.59
- E10 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.58
- E11 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.58
- E12 · grade-10 — openscied-uploads-production.s3.amazonaws.com/G10_UCR/hires/C.3%20Teacher%20Edition.pdfrel 0.57
Evidence is stored as references + retrieval scores (the chunk text isn’t snapshotted); open the source to read the passage in context.