EdReports science 9-12

ence Evidence Guide v2.0 Updated July 2025
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● Criteria for Evaluating Phenomena: a tool used in NGSS@NSTA professional learning experiences.
● Qualities of a Good Anchor Phenomenon: a resource from the Research + Practice Collaboratory.
Scoring:
Meets Expectations
● 14-16 points
Partially Meets Expectations
● 8-13 points
Does Not Meet Expectations
● <8 points
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Gateway 1: Designed for NGSS
Criterion 1.1 Phenomena and Problems Drive Learning: Materials leverage science
phenomena and engineering problems in the context of driving learning and
student performance.
Indicator 1a Materials are designed to include both phenomena and problems.
Scoring:
4 points
● Materials consistently provide
learning opportunities that
include phenomena and/or
problems.
2 points
● Materials provide learning
opportunities that include
phenomena and/or problems,
but inconsistently.
0 points
● Materials provide few to no
learning opportunities that
include phenomena.
OR
● Materials provide few to no
learning opportunities that
include problems.
About this indicator:
What is the purpose of this Indicator?
This indicator
● examines the presence, structure, function, and use of phenomena and problems in materials.
● sets the stage for review of indicators 1b, 1c, and 1d, as those indicators are dependent on identification of
phenomena and/or problems.
Research or Standards connection:
Read information for Gateway 1, Criterion 1.
“CONCLUSION 2: Teachers can use students’ curiosity to motivate learning by choosing phenomena and des

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a and/or problems.
Research or Standards connection:
Read information for Gateway 1, Criterion 1.
“CONCLUSION 2: Teachers can use students’ curiosity to motivate learning by choosing phenomena and design
challenges that are interesting and engaging to students, including those that are locally and/or culturally
relevant. Science investigation and engineering design give middle and high school students opportunities to
engage in the wider world in new ways by providing agency for them to develop questions and establish the
direction for their own learning experiences.” (Science and Engineering for Grades 6-12: Investigation and
Design at the Center, p. 4)
Resources:
● Science and Engineering for Grades 6-12: Investigation and Design at the Center
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Indicator 1a Guiding Question:
Are the materials designed to include both phenomena and problems?
Evidence Collection
Locations to review:
● Review all learning sequences and learning opportunities where the materials claim the presence of a
phenomenon or problem in both student and teacher materials across the course.
Record evidence:
● Describe where students are presented with a specific, observable event that can be explained by
science content as an introduction to a learning opportunity or sequence (phenomenon).
● Describe where students are presented with a challenge or situation that people want to change
(problem) or a solution to optimize (design challenge) as an introduction to a learning opportunity or
sequence.
● Determine if students return to the phenomeno

or situation that people want to change
(problem) or a solution to optimize (design challenge) as an introduction to a learning opportunity or
sequence.
● Determine if students return to the phenomenon, problem, or design challenge in the learning
opportunity or sequence after its initial introduction.
● Determine if the phenomenon is unexplained or if the materials immediately provide students with an
explanation.
● Determine if the materials provide context for the problem or design challenge and if students
understand why they are solving the problem or design challenge.
Cluster Meeting
Discuss and answer the following questions to support consensus scoring conversations:
● Which instances of phenomena, problems, and design challenges are returned to and not only used as
an introduction?
● Are phenomena, problems, and design challenges present at the learning opportunity or learning
sequence level, or a combination of the two?
● Which instances of problems and design challenges provide students the opportunity to develop multiple
solutions? Which instances only provide students with a single solution or design to build?
● How many phenomena, problems, and design challenges are present in the materials?
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Gateway 1: Designed for NGSS
Criterion 1.1 Phenomena and Problems Drive Learning: Materials leverage science
phenomena and engineering problems in the context of driving learning and
student performance.
Indicator 1b Phenomena and/or problems require student use of grade-band Disciplinary
Core Ideas.
Scoring:
2

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nomena and engineering problems in the context of driving learning and
student performance.
Indicator 1b Phenomena and/or problems require student use of grade-band Disciplinary
Core Ideas.
Scoring:
2 points
● Phenomena and/or problems
consistently connect to
grade-band appropriate DCIs
or their elements.
1 point
● Phenomena and/or problems
connect to grade-band DCIs
or their elements, but not
consistently.
0 points
● Phenomena and/or problems
do not connect to grade-band
DCIs or their elements.
About this indicator:
What is the purpose of this Indicator?
This indicator
● examines whether phenomena or problems within the course are rooted in grade-band appropriate DCIs.
Research or Standards connection:
Read information for Gateway 1, Criterion 1.
Indicator 1b Guiding Question:
Are the phenomena or problems connected to grade-band Disciplinary Core Ideas (DCIs)?
Evidence Collection
Locations to review:
● Review all locations where a phenomenon or problem has been identified in the materials (see Indicator
1a).
Resources to use:
● Review NGSS progression documents and standards as needed. Use the Codes for NGSS Elements
document.
Record evidence:
● Determine what DCI element is connected. DCIs must be on grade-band and come from the life, physical,
or earth and space science domains. If a problem or phenomenon is connected to an ETS DCI, it must
also be connected to one of the other three domains.
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● Phenomena and problems may demonstrate multiple DCIs.

ected to an ETS DCI, it must
also be connected to one of the other three domains.
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● Phenomena and problems may demonstrate multiple DCIs. Use the presentation and supporting
text/materials to determine the DCI focus.
Cluster Meeting
Discuss and answer the following questions to support consensus scoring conversations:
● How often do phenomena connect to grade-band appropriate DCIs or their elements?
● How often do problems connect to grade-band appropriate DCIs or their elements?
● How often do problems only connect to grade-band ETS DCIs and not DCIs from life, physical, or earth
and space science?
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Gateway 1: Designed for NGSS
Criterion 1.1 Phenomena and Problems Drive Learning: Materials leverage science
phenomena and engineering problems in the context of driving learning and
student performance.
Indicator 1c Phenomena and/or problems are presented in a direct manner to students.
Scoring:
2 points
● Materials consistently present
phenomena and/or problems
in a direct manner to students.
1 point
● Materials present phenomena
and/or problems in a direct
manner to students, but not
consistently.
0 points
● Phenomena and/or problems
are presented in a direct
manner to students in few to
no instances.
About this indicator:
What is the purpose of this Indicator?
This indicator
● examines the materials to determine whether phenomena and/or problems in the course are presented in
a direct manner to students.
● examines the materials for a common experienc

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ator?
This indicator
● examines the materials to determine whether phenomena and/or problems in the course are presented in
a direct manner to students.
● examines the materials for a common experience for all students from which knowledge can be built; it
does not assume that all students have background knowledge and experience.
Research or Standards connection:
“…opportunities for students to engage in direct observations of phenomena illustrate the process of basic
scientific research.” (Taking Science to School, pp. 13-14)
“By using familiar materials and phenomena, students can more readily conjure up their own ideas and
experiences and tap into these as they build explanations. This makes it possible for every student to participate
in a more meaningful way.” (Ready Set Science, p. 93)
Resources:
● Taking Science To School
● Ready Set SCIENCE!
Indicator 1c Guiding Question:
Are phenomena and/or problems presented to students in a direct manner that creates a common experience
and entry point?
Evidence Collection
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Locations to review:
● Review all locations where a phenomenon or problem is introduced in the course.
Record evidence:
● Describe how the phenomenon or problem is presented to students. This may include multiple
components.

sations:
● How often do the materials present phenomena and/or problems in a direct manner to students?
● How often do the materials present phenomena and/or problems in a way that is not direct (e.g. contains
distracting information or not enough context)?
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Gateway 1: Designed for NGSS
Criterion 1.1 Phenomena and Problems Drive Learning: Materials leverage science
phenomena and engineering problems in the context of driving learning and
student performance.
Indicator 1d Materials intentionally leverage students’ prior knowledge and/or
experiences related to phenomena or problems.
Scoring:
2 points
● Materials consistently elicit
and leverage students’ prior
knowledge and/or experience
related to phenomena and
problems.
1 point
● Materials elicit and leverage
students’ prior knowledge
and/or experience related to
phenomena and problems but
not consistently.
OR
● Materials consistently elicit
but do not consistently
leverage students’ prior
knowledge and/or experience
related to phenomena and
problems.
0 points
● Materials elicit but do not
leverage students’ prior
knowledge and/or experience
related to phenomena and
problems, but not consistently.
About this indicator:
What is the purpose of this Indicator?
This indicator
● examines the materials to determine if they are designed to both elicit and leverage students’ prior
knowledge and/or experiences to support engaging with phenomena or solving problems.
● emphasizes the importance of student questions in driving learning.
Research or Standards connection:
“Eve

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eliciting explanations, postulating
theories, evaluating evidence, justifying reasoning, and clarifying doubts. Put simply, the act of questioning
encourages learners to engage in critical reasoning. Given that asking questions is fundamental to science and
scientific inquiry, the development of students' abilities to ask questions, reason, problem-solve, and think
critically should, likewise, become a central focus of current science education reform.” (Students' questions: a
potential resource for teaching and learning science, p.2)
Resources:
● Taking Science To School
● A Framework for K-12 Science Education
● Christine Chin & Jonathan Osborne (2008) Students' questions: a potential resource for teaching and
learning science, Studies in Science Education, 44:1, 1-39, DOI: 10.1080/03057260701828101
Indicator 1d Guiding Question:
Do the materials intentionally leverage students’ prior knowledge and/or experiences related to phenomena
or problems?
Evidence Collection
Locations to review:
● Review all locations where a phenomenon or problem has been identified.

ls provide support for only eliciting students’ prior knowledge and/or
experiences connected to phenomena and problems?
● How often do the materials provide support for both eliciting and leveraging students’ prior knowledge
and/or experiences connected to phenomena and problems?
● How often do the materials provide support for leveraging students’ prior knowledge and/or experience
for the same phenomena and/or problems when they span multiple learning opportunities?
● How often do the materials implicitly engage students’ prior knowledge and/or experience, such as
making predictions, without explicitly asking students about their prior knowledge and/or experience.
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Gateway 1: Designed for NGSS
Criterion 1.1 Phenomena and Problems Drive Learning: Materials leverage science
phenomena and engineering problems in the context of driving learning and
student performance.
Indicator 1e Phenomena and/or problems drive student learning using key elements of all
three dimensions.
Scoring:
6 points
● Materials consistently use
phenomena or problems to
drive student learning.
AND
● Materials consistently use
phenomena or problems to
engage with all three
dimensions.
3 points
● Materials use phenomena or
problems to drive student
learning, but not consistently.
AND
● Materials use phenomena or
problems to engage with all
three dimensions, but not
consistently or consistently
with two dimensions.
0 points
● Materials provide few to no
instances that use
phenomena or problems to
drive student learning.
OR
● Materials provide f

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imensions, but not
consistently or consistently
with two dimensions.
0 points
● Materials provide few to no
instances that use
phenomena or problems to
drive student learning.
OR
● Materials provide few to no
instances that use
phenomena or problems to
engage with two or three
dimensions.
About this indicator:
What is the purpose of this Indicator?
This indicator
● examines the materials to determine if they are designed to engage students in explaining phenomena or
solving design problems in meaningful ways.
● examines whether materials use phenomena or problems to support students to engage with and apply
the three dimensions (DCIs, SEPs, CCCs).
Research or Standards connection:
Read information for Gateway 1, Criterion 1.
Indicator 1e Guiding Question:
Do phenomena and/or problems drive instruction using key elements of all three dimensions?
Evidence Collection
Locations to review:
● Review the student and teacher materials across the course.
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Resources to use:
● Review NGSS progression documents and standards as needed.

sessment system
● examines the materials to determine if learning objectives are connected to assessments.
● examines the materials to determine if assessments address claimed assessment standards.
● examines the materials to determine how assessments incorporate uncertain phenomena/problems and
integrate the three dimensions.
Research Connection
See the individual indicators for relevant research connections.
Scoring:
Meets Expectations
● 15-18 points
Partially Meets Expectations
● 9-14 points
Does Not Meet Expectations
● <9 points
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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 1f Materials are designed to incorporate the three dimensions in student
learning opportunities.
Scoring:
2 points
● Learning sequences
consistently include student
learning opportunities that
incorporate the three
dimensions.
1 point
● Learning sequences include
student learning opportunities
that incorporate the three
dimensions, but not
consistently.
0 points
● Few to no learning sequences
include student learning
opportunities that incorporate
the three dimensions.
About this indicator:
What is the purpose of this Indicator?
This indicator
● examines the materials to determine if individual learning opportunities are designed to include the three
dimensions.
Research or Standards connection:
“...the framework and its resulting standards have a number of implications for implementation, one of which
involves the need

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signed to include the three
dimensions.
Research or Standards connection:
“...the framework and its resulting standards have a number of implications for implementation, one of which
involves the need for curricular and instructional materials that embody all three dimensions: scientific and
engineering practices, crosscutting concepts, and disciplinary core ideas.” (A Framework for K-12 Science
Education, p. 316)
Resources:
● A Framework for K-12 Science Education
Indicator 1f Guiding Question:
Are the materials designed to incorporate the three dimensions into student learning opportunities?
Evidence Collection
Locations to review:
● Review the learning sequences and learning opportunities in both student and teacher materials across
the course.
Resources to use:
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● Review NGSS progression documents and standards as needed. Use the Codes for NGSS Elements
document.
Record evidence:
● Identify the presence of below and/or above grade band elements.
● Note any patterns in how learning opportunities that include the three dimensions are distributed across
the materials.
● Only look for the presence of the elements. Do not consider the quality of student engagement with the
elements or integration of the elements.

three dimensions are distributed across
the materials.
● Only look for the presence of the elements. Do not consider the quality of student engagement with the
elements or integration of the elements. (See 1h)
Cluster Meeting
Discuss and answer the following questions to support consensus scoring conversations:
● How often do learning opportunities include the three dimensions?
● How many of these learning opportunities are present within each learning sequence?
● Consider the number of overall learning opportunities in the materials and how many include the three
dimensions, per learning sequence.
○ How many learning sequences include at least one learning opportunity where students
engage in all three dimensions?
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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 1g Materials consistently support meaningful student sensemaking with the
three dimensions.
Scoring:
4 points
● Materials are designed for the
three dimensions to
consistently and meaningfully
support student sensemaking
across the learning sequences.
AND
● Materials consistently provide
opportunities for students to
iterate on their thinking as they
engage in sensemaking.
2 points
● Materials are designed for two
dimensions to consistently
and meaningfully support
student sensemaking across
the learning sequences.
OR
● Materials are designed for the
three dimensions to
meaningfully support
sensemaking across the
learning sequences, but

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gmented theoretical construct, p. 191-192)
Resources:
● 2015 Achieve NGSS Innovations
● NGSS Appendix G: Crosscutting Concepts
● A Framework for K-12 Science Education
● Tor Ole B. Odden & Rosemary S. Russ (2018) Defining sensemaking: Bringing clarity to a fragmented
theoretical construct, Science Education, 103:1, 187-205, DOI: https://doi.org/10.1002/sce.21452
Indicator 1g Guiding Question:
Are the materials designed to support meaningful student sensemaking with the three dimensions?
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:
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● Determine where students engage with novel, uncertain, or unexplained phenomena, problems, or
scientific concepts.
● Determine where students use their prior knowledge, new information, and evidence to figure out novel,
uncertain, or unexplained phenomena, problems, 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.

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?
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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

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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

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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

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 elements
of the three dimensions in the learning objectives?
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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 1i Materials include a formative assessment system that is designed to reveal
student progress on targeted learning objectives.
Scoring:
4 points
● The formative assessments
are consistently designed to
reveal student progress on
the targeted learning
objectives.
2 points
● The formative assessments
are designed to reveal
student progress on the
targeted learning objectives,
but not consistently.
0 points
● Few to no formative
assessments are designed to
reveal student progress on
the targeted learning
objectives.
About this indicator:
What is the purpose of this Indicator?
This indicator
● examines whether the materials include formative assessments that are connected to and reveal student
progress on the targeted learning objectives.
Boundaries with other indicators:
● Indicator 1k determines if materials are designed to incorporate three-dimensional summative assessment
tasks that focus on uncertain phenomena or problems.
● Indicator 3g determines if the assessment system provides multiple opportunities to determine students’
learning and sufficient guidance to teachers for evaluating studen

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ce learning (usually while instruction is
under way) or to obtain evidence of what students have learned for use beyond the classroom (usually at the
conclusion of some defined period of instruction). Whether intended for formative or summative purposes,
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evidence gathered in the classroom should be closely linked to the curriculum being taught. This does not mean
that the assessment must use the formats or exactly the same material that was presented in instruction, but
rather that the assessment task should directly address the concepts and practices to which the students have
been exposed.” (Developing Assessments for the Next Generation Science Standards, BOTA Report, p. 85)
Resources:
● Developing Assessments for the Next Generation Science Standards, BOTA Report
Indicator 1i Guiding Question:
Are the materials designed to include a formative assessment system that reveals student progress on
targeted learning objectives?
Evidence 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.

he
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?
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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 1j Materials include a summative assessment system designed to elicit direct,
observable evidence of student achievement of claimed assessment
standards.
Scoring:
4 points
● Materials consistently identify
the standards assessed for
summative assessments.
AND
● The summative assessment
system is designed to
measure student achievement
of all or nearly all of the
claimed assessment
standards.
2 points
● Materials identify the
standards assessed for
summative assessments, but
not consistently.
OR
● The summative assessment
system is designed to
measure student achievement
of most of the claimed
assessment standards.
0 points
● Numerous summative
assessments do not identify
the standards assessed.
OR
● Numerous claimed
assessment standards are not
measured by the summative
assessment system.
About this indicator:
What is the purpose of this Indicator?
This indicator
● determines whether the materials identify the standards addressed by each assessment in the summative
assessment system.
● examines whether the summative assessment system is designed to elicit evidence of learning of all of the
claimed assessment standards.
Research or Standards connection:
“RECOMM

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learning and how it can be applied to other situations.” (Critical Features of Instructional Materials Design for
Today’s Science Standards, p. 25)
Resources:
● Developing Assessments for the Next Generation Science Standards, BOTA Report
● Critical Features of Instructional Materials Design for Today’s Science Standards
Indicator 1j Guiding Question:
Are the materials designed to include a summative assessment system that is designed to elicit direct,
observable evidence of student achievement of claimed assessment standards?
Evidence Collection
Locations to review:
● All identified summative assessments 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:
● Determine where the materials identify the standards assessed by each assessment or assessment
question.
● Determine what standards are measured by each assessment.
○ Individual SEPs, DCIs, or CCCs may individually be present in each of the various components of an
assessment within the summative process.
● Do not consider assessment of standards outside of the grade-band.
● Do not focus on supports for interpreting assessments.

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 elements
of the three dimensions in the learning objectives?
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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 1i Materials include a formative assessment system that is designed to reveal
student progress on targeted learning objectives.
Scoring:
4 points
● The formative assessments
are consistently designed to
reveal student progress on
the targeted learning
objectives.
2 points
● The formative assessments
are designed to reveal
student progress on the
targeted learning objectives,
but not consistently.
0 points
● Few to no formative
assessments are designed to
reveal student progress on
the targeted learning
objectives.
About this indicator:
What is the purpose of this Indicator?
This indicator
● examines whether the materials include formative assessments that are connected to and reveal student
progress on the targeted learning objectives.
Boundaries with other indicators:
● Indicator 1k determines if materials are designed to incorporate three-dimensional summative assessment
tasks that focus on uncertain phenomena or problems.
● Indicator 3g determines if the assessment system provides multiple opportunities to determine students’
learning and sufficient guidance to teachers for evaluating studen

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h of the various components of an
assessment within the summative process.
● Do not consider assessment of standards outside of the grade-band.
● 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:
● How many assessments include information about what standards are addressed by the assessment or
individual assessment questions.
● How many of the claimed assessment standards are measured across the summative assessment
system?
● Describe the types of summative assessments used to determine individual student achievement
(performance tasks, multiple choice questions, written/constructed responses, etc.). Where are they
present? Are they always consistent in form and function or do they vary?
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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 1k Materials are designed to include three-dimensional assessments that
incorporate uncertain phenomena or problems.
Scoring:
2 points
● Assessments consistently
incorporate uncertain
phenomena or problems.
AND
● When incorporating uncertain
phenomena or problems,
assessments consistently
integrate the three
dimensions.
1 point
● Assessments incorporate
uncertain phenomena or
problems, but not consistently.
OR
● When incorporating uncertain
phenomena or problem

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d
effectively in new problem contexts—an important goal of science learning (National Research Council, 2000,
2007).” (Developing Assessments for the Next Generation Science Standards, BOTA Report, p. 31)
Resources:
● Developing Assessments for the Next Generation Science Standards, BOTA Report
● Critical Features of Instructional Materials Design for Today’s Science Standards
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● Task Annotation Project in Science
Indicator 1k Guiding Question:
Are the materials designed to incorporate three-dimensional assessments that incorporate uncertain
phenomena or problems?
Evidence Collection
Locations to review:
● All identified summative and formative assessments 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 information about elements identified in formative and summative assessment tasks from indicators
1i and 1j.
● Describe when and how the assessments provide students the opportunity to apply their learning to an
uncertain phenomenon or problem.
○ An uncertain phenomenon or problem can consist of a completely novel scenario or a new
aspect of a phenomenon or problem students have already engaged with.
● Describe how elements of the three dimensions are used together in assessments and assessment
questions.
○ In a set of questions related to the same scenario or phenomenon, the three dimensions may
be present across the set.

pts need to
become part of the language of science that students use when framing questions or developing ways to
observe, describe, and explain the world.” (A Framework for K-12 Science Education, p. 247)
Scoring:
Meets Expectations
● 27-32 points
Partially Meets Expectations
● 16-26 points
Does Not Meet Expectations
● <16 points
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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 2a Materials provide opportunities for students to fully learn and develop all
claimed grade-band Disciplinary Core Ideas.
Scoring:
8 points
● Materials provide
opportunities for students to
fully learn and develop nearly
all claimed grade-band DCI
elements.
4 points
● Materials provide
opportunities for students to
fully learn and develop most
of the claimed grade-band DCI
elements.
0 points
● Materials do not provide
opportunities for students to
learn and develop numerous
claimed grade-band DCI
elements.
About this indicator:
What is the purpose of this Indicator?
This indicator
● examines the materials to determine if all claimed grade-band DCIs and their elements are included in
the materials.
Research or Standards connection:
"Conclusion 5: Proficiency in science involves having knowledge of facts and concepts as well as how these
ideas and concepts are related to each other.

---

he
same time, true to Dimension 2, we acknowledge the multiple connections among domains. Indeed, more and
more frequently, scientists work in interdisciplinary teams that blur traditional boundaries. As a consequence, in
some instances core ideas, or elements of core ideas, appear in several disciplines (e.g., energy, human impact
on the planet).” (A Framework for K-12 Science Education, p. 31).
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“…by building a strong base of core knowledge and competencies, understood in sufficient depth to be used,
students will leave school better grounded in scientific knowledge and practices—and with greater interest in
further learning in science—than when instruction “covers” multiple disconnected pieces of information that are
memorized and soon forgotten once the test is over.” (A Framework for K-12 Science Education, pp. 32-33)
Resources:
● A Framework for K-12 Science Education
● Taking Science To School
Indicator 2a Guiding Question:
Do the materials provide opportunities for students to fully learn and develop all claimed grade-band
Disciplinary Core Ideas (DCIs)?
Evidence Collection
Locations to review:
● 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.

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?
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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

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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:
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● 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).

across
various contexts?
● To what extent do the materials incorporate SEP elements from below the grade-band?
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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 2c Materials provide opportunities for students to fully learn and develop all
claimed grade-band Crosscutting Concepts.
Scoring:
8 points
● Materials provide
opportunities for students to
fully learn and develop nearly
all claimed grade-band CCC
elements.
AND
● Materials consistently provide
multiple and repeated
opportunities for students to
use claimed grade-band CCCs
across various contexts.
4 points
● Materials provide
opportunities for students to
fully learn and develop most
of the claimed grade-band
CCC elements.
AND
● Materials provide multiple and
repeated opportunities for
students to use claimed
grade-band CCCs across
various contexts.
0 points
● Materials provide
opportunities for students to
learn and develop few to
none of the claimed
grade-band CCC elements.
OR
● Materials include numerous
elements of CCCs from below
the grade-band without
connecting to the claimed
grade-band CCCs.
OR
● Materials do not provide
multiple and repeated
opportunities for students to
use grade-band CCCs 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 CCCs and their associat

---

ce 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 G: Crosscutting Concepts
● NGSS Appendix H: Nature of Science
● NGSS Appendix J: Science, Technology, Society, and the Environment
Indicator 2c Guiding Question:
Do the materials provide opportunities for students to fully learn and develop all claimed grade-band
Crosscutting Concepts (CCCs)?
Evidence Collection
Locations to review:
● 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). If claims are made above the element level, all elements for
that target (PE, component, sub-idea, etc.) are claimed.
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● Determine when and where students develop and use claimed grade-band appropriate CCCs and their
elements, including Nature of Science and STCE topics connected to the CCCs.

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● Determine when and where students develop and use claimed grade-band appropriate CCCs and their
elements, including Nature of Science and STCE topics connected to the CCCs. Note if the claim is fully
met, partially met, or not met by the materials.
● Determine where the full CCC is taught over the course of multiple learning opportunities, as applicable.
● Describe the specific examples of learning opportunities to detail incorporation of all claimed grade-band
CCCs and associated elements, including Nature of Science and STSE topics connected to the CCCs.
● Determine how students repeatedly use claimed grade-band appropriate CCCs across various contexts.
● Detail how the CCCs are organized (to support the narrative report).
Cluster Meeting
Discuss and answer the following questions to support consensus scoring conversations:
● How many of the claimed grade-band appropriate CCCs, including Nature of Science and STSE topics
connected to the CCCs, do the materials incorporate??
● Do the materials provide repeated opportunities for students to use the claimed grade-band CCCs across
various contexts throughout the course?
● To what extent do the materials incorporate CCC elements from below the grade-band?
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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 2d Materials present Disciplinary Core Ideas (DCIs), Science and Engineeri

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sions:
Materials are coherent in design, scientifically accurate, and support claims
made for all three dimensions.
Indicator 2d Materials present Disciplinary Core Ideas (DCIs), Science and Engineering
Practices (SEPs), and Crosscutting Concepts (CCCs) in a way that is
scientifically accurate.*
Scoring:
* NOTE: This indicator is non-negotiable; materials being reviewed must score above zero points to have an
opportunity to advance past Gateway 2.
2 points
● Materials consistently present
all three dimensions in a
scientifically accurate manner.
AND
● Assessments consistently
present all three dimensions
in a scientifically accurate
manner.
1 point
● Materials contain a few minor
errors when presenting DCIs.
OR
● Materials contain a few minor
errors when presenting SEPs
or CCCs.
OR
● Assessments contain a few
minor errors when assessing
DCIs, SEPs or CCCs.
0 points
● Materials contain major errors
in presenting any of the
dimensions.
OR
● Materials present any of the
dimensions in a scientifically
inaccurate manner.
OR
● Assessments present any of
the dimensions in a
scientifically inaccurate
manner.
About this indicator:
What is the purpose of this Indicator?
This indicator
● examines whether materials present DCIs, SEPs, and CCCs in a scientifically accurate manner within
learning opportunities.
● examines whether materials present DCIs, SEPs, and CCCs in a scientifically accurate manner within
assessments.
Research or Standards connection:
Scientific rigor and accuracy of what students learn is paramount; the materials need to accurately communicate
important DCIs, SEPs,

---

urate manner within
assessments.
Research or Standards connection:
Scientific rigor and accuracy of what students learn is paramount; the materials need to accurately communicate
important DCIs, SEPs, and CCCs.
“...science content standards should be clear, detailed, and complete; reasonable in scope; rigorously and
scientifically correct; and based on sound models of student learning.” (A Framework for K-12 Science Education,
p. 298)
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Resources:
● A Framework for K-12 Science Education
Indicator 2d Guiding Question:
Do the materials present Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and
Crosscutting Concepts (CCCs) in a manner that is scientifically accurate?
Evidence Collection
Locations to review:
● Review the learning sequences and learning opportunities in both student and teacher materials.
Resources to use:
● Review NGSS progression documents and standards as needed.

--
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 2e Materials do not inappropriately include scientific content and ideas outside
of the grade-band Disciplinary Core Ideas.*
Scoring:
* NOTE: This indicator is non-negotiable; materials being reviewed must score above zero points to have an
opportunity to advance past Gateway 2.
2 points
● Materials contain no instances
where non-scientific content
or ideas (e.g., moral, societal,
aesthetic, religious, existential)
are included as science ideas.
AND
● Materials contain few
instances where scientific
content or ideas are included
without meaningful
connections to grade-band
DCIs.
AND
● Materials contain no instances
of DCIs from below the
grade-band that are included
without meaningful
connections made to the
grade-band DCIs.
AND
● Materials contain no instances
of content from beyond the
grade-band DCIs that are
included without meaningful
connections made to the
grade-band DCIs.
1 point
● Materials contain no instances
where non-scientific content
or ideas (e.g., moral, societal,
aesthetic, religious, existential)
are included as science ideas.
AND
● Materials contain few
instances where scientific
content or ideas are included
without meaningful
connections to grade-band
DCIs.
AND/OR
● Materials contain few
instances of DCIs from below
the grade-band that are
inappropriately included with
no meaningful connections to
the grade-band DCIs.
AND/OR
● Materials cont

---

r K-12 Science Education, p. 248)
“The continuing expansion of scientific knowledge makes it impossible to teach all the ideas related to a given
discipline in exhaustive detail during the K-12 years. But given the cornucopia of information available today
virtually at a touch— people live, after all, in an information age—an important role of science education is not to
teach “all the facts” but rather to prepare students with sufficient core knowledge so that they can later acquire
additional information on their own.” (A Framework for K-12 Science Education, pp. 31-32)
Resources:
● A Framework for K-12 Science Education
● Taking Science To School
Indicator 2e Guiding Question:
Do the materials inappropriately include scientific content and ideas outside of the grade-band Disciplinary
Core Ideas (DCIs)?
Evidence Collection
Locations to review:
● Review the learning sequences and learning opportunities in both student and teacher materials.
Resources to use:
● Review NGSS progression documents and standards as needed.

s to support students.
○ Connections should be related to different ‘topics’ and a larger grain size than learning
opportunity to learning opportunity.
○ Connections are not continuations of learning. Do not identify opportunities for continuation of
learning between two sequential learning opportunities.
Cluster Meeting
Discuss and answer the following questions to support consensus scoring conversations:
● How often do the materials demonstrate how the dimensions connect across contexts?
○ How often are connections described explicitly for students?
○ How often are teachers provided support to help students understand connections?
● How often do the materials describe the connection of the dimensions to teachers without supporting
the teacher to make the connections explicit to students?
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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 2h Materials are designed for student tasks related to explaining phenomena
and/or solving problems to increase in sophistication.
Scoring:
2 points
● Student tasks related to
explaining phenomena
and/or solving problems
consistently increase in
sophistication across the
course.
1 point
● Student tasks related to
explaining phenomena
and/or solving problems
increase in sophistication
across the course, but not
consistently.
0 points
● Student tasks related to
explaining phenomena
and/or solving problems
increase in so

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performance expectation. A series of high-quality lessons or a unit in a program are more likely to provide these
opportunities.” (2015 Achieve NGSS Innovations, pp. 1-2)
“The framework is designed to help realize a vision for education in the sciences and engineering in which
students, over multiple years of school, actively engage in scientific and engineering practices and apply
crosscutting concepts to deepen their understanding of the core ideas in these fields.” (A Framework for K-12
Science Education, p. 10)
Resources:
● A Framework for K-12 Science Education
● Designing NGSS-Aligned Curriculum Materials
● 2015 Achieve NGSS Innovations
Indicator 2h Guiding Question:
Are the materials designed for student tasks related to explaining phenomena and/or solving problems to
increase in sophistication?
Evidence Collection
Locations to review:
● Review the learning sequences in both student and teacher materials.
● Follow the suggested or intended sequence, if present.
Resources to use:
● Review NGSS progression documents and standards as needed.

riculum materials need to be
developed as a multiyear sequence that helps students develop increasingly sophisticated ideas across
grades K-12 [5, 25, 26].” (A Framework for K-12 Science Education, p. 246)
Teacher materials can support teachers in understanding the connection between instructional activities and
three-dimensional learning goals by highlighting how activities support the learning goals. (Guidelines for the
Evaluation of Instructional Materials in Science, p. 21)
Materials should be evaluated by how well they help teachers see when and how activities or text contribute
to the learning goals across instructional sequences or book chapters and supplemental resources
(Guidelines for the Evaluation of Instructional Materials in Science, p. 21)
Resources:
● A Framework for K-12 Science Education
● Guidelines for the Evaluation of Instructional Materials in Science
Scoring:
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Meets Expectations
● 12-14 points
Partially Meets Expectations
● 7-11 points
Does Not Meet Expectations
● <7 points
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Gateway 3: Teacher & Student Supports
Criterion 3.1 The program includes opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3a Materials provide teacher guidance with useful annotations and suggestions
for how to enact the student materials and ancillary materials, with specific
attention to engaging students in figuring out phenomena and solving
probl

---

uidance with useful annotations and suggestions
for how to enact the student materials and ancillary materials, with specific
attention to engaging students in figuring out phenomena and solving
problems.
Scoring:
2 points
● Materials provide
comprehensive guidance that
will assist teachers in
presenting the student and
ancillary materials.
AND
● Materials include sufficient and
useful annotations and
suggestions that are presented
within the context of the
specific learning objectives.
1 point
● Materials provide guidance
that will assist teachers in
presenting the student and
ancillary materials.
OR
● Materials include sufficient and
useful annotations and
suggestions that are presented
within the context of the
specific learning objectives.
0 points
● Materials do not provide
guidance that will assist them
in presenting the student and
ancillary materials.
AND
● Materials do not include
sufficient and useful
annotations and suggestions
that are presented within the
context of the specific learning
objectives.
About this indicator:
What is the purpose of this Indicator?
This indicator examines the materials to determine whether they contain teacher guidance with sufficient and
useful annotations and suggestions for how to enact the student materials and ancillary materials.
Indicator 3a Guiding Question:
Do the materials provide teacher guidance with useful annotations and suggestions for how to enact the
student materials and ancillary materials, with specific attention to engaging students in figuring out
phenomena and solving problems?
Evidence Collection
Review the ma

c guidance to plan instruction and support students in the content
(specifically how to support students in figuring out phenomena and/or solving problems)?
● How do the materials support teachers in understanding what students should understand about the
targeted phenomenon or problem?
● Where do the teacher materials explicitly state the phenomenon or problem that is the focus of the
student learning?
● Where do the teacher materials provide explanations to the teacher for how the phenomenon or problem
is connected to the dimensions (including engineering and nature of science elements) targeted in the
instruction?
● How well do the materials support teachers in helping students make the connections between the
phenomenon or problem, the instructional activities and the three dimensions?
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Gateway 3: Teacher & Student Supports
Criterion 3.1 The program includes opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3b Materials contain explanations and examples of grade-level/course-level
concepts and/or standards and how the concepts and/or standards align to
other grade/course levels so that teachers can improve their own knowledge
of the subject.
Scoring:
2 points
● Materials contain explanations
and examples of
grade/course-level concepts
and/or standards so that
teachers can improve their own
knowledge of the subject.
AND
● Materials contain explanations
and examples of how the
concepts and/or standards
al

---

grade/course-level concepts
and/or standards so that
teachers can improve their own
knowledge of the subject.
AND
● Materials contain explanations
and examples of how the
concepts and/or standards
align to other grade/course
levels so that teachers can
improve their own knowledge
of the subject.
1 point
● Materials contain explanations
and examples of
grade/course-level concepts
and/or standards so that
teachers can improve their own
knowledge of the subject.
OR
● Materials contain explanations
and examples of how the
concepts and/or standards
align to other grade/course
levels so that teachers can
improve their own knowledge
of the subject.
0 points
● Materials do not contain
explanations and examples of
grade/course-level concepts
and/or standards so that
teachers can improve their own
knowledge of the subject.
AND
● Materials do not contain
explanations and examples of
how the concepts and/or
standards align to other
grade/course levels so that
teachers can improve their own
knowledge of the subject.
About this indicator:
What is the purpose of this Indicator?
This indicator examines the materials to determine whether they deepen teacher understanding of science and
engineering ideas, concepts, and practices so that teachers can improve their own knowledge of the subject.
Indicator 3b Guiding Question:
Do the materials contain explanations and examples of grade/course-level concepts and how the concepts
align with other grade/course levels so that teachers can improve their own knowledge of the subject?
Evidence Collection
Review the materials, both print and digital (i

concepts and how the concepts
align with other grade/course levels so that teachers can improve their own knowledge of the subject?
Evidence Collection
Review the materials, both print and digital (if available), across the series.
Look for and record evidence to:
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● Describe if and how the materials provide explanations and examples that support the teacher in
developing their own understanding of the content and expected student practices.
● Describe if and how the materials provide explanations and examples of how the concepts/standards
connect to other grade/course levels.
Cluster Meeting
Discuss and answer the following questions to support consensus scoring conversations:
● Where do the teacher materials provide background content knowledge that is accurate, understandable,
and gives true assistance to all educators using the materials?
● Where are supports provided for teachers to understand how current content connects to other
grade/course levels?
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Gateway 3: Teacher & Student Supports
Criterion 3.1 The program includes opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3c Materials include standards correlation information, including connections to
college- and career-ready ELA and mathematics standards, that explains the
role of the standards in the context of the overall series.
Scoring:
2 points
● Correlation information and
explana

---

f the standards at each unit/module in the context of the overall series.
Research or Standards connection:
“Recommendation 12: The standards for the sciences and engineering should align coherently with those for
other K-12 subjects. Alignment with the Common Core Standards in mathematics and English/language arts is
especially important.“ (A Framework for K-12 Science Education, p. 306)
Resources:
● Common Core State Standards - Mathematics
● Common Core State Standards - English Language Arts
● Next Generation Science Standards (NGSS)
● A Framework for K-12 Science Education
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Indicator 3c Guiding Question:
Do the materials include standards correlation information, including connections to college- and career-ready
ELA and mathematics standards, that explains the role of the standards in the context of the overall series?
Evidence Collection
Review the print and digital (if available) table of contents, pacing guides, scope and sequence, and other
teacher materials.
Look for and record evidence to:
● Describe how and where teacher materials provide NGSS standards correlations for science. Note at
what level (unit, lesson, activity) these correlations are provided.
● Describe how and where teacher materials provide an explanation for the role of these NGSS standards
in the context of the overall series.

ress and achievement?
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Gateway 3: Teacher & Student Supports
Criterion 3.1 The program includes opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3e Materials provide explanations of the instructional approaches of the program
and identification of the research-based strategies.
Scoring:
2 points
● Materials explain the
instructional approaches of the
program.
AND
● Materials include and
reference research-based
strategies.
1 point
● Materials explain the
instructional approaches of the
program.
OR
● Materials include and
reference research-based
strategies.
0 points
● Materials do not explain the
instructional approaches of the
program.
AND
● Materials do not include and
reference research-based
strategies.
About this indicator:
What is the purpose of this Indicator?
This indicator examines the materials to determine whether they explain the instructional approaches of the
program and whether they identify research-based strategies that have informed the design of the materials.
Indicator 3e Guiding Question:
Do the materials provide explanations of the instructional approaches of the program and identification of the
research-based strategies?
Evidence Collection
Review the materials across the series.
Look for and record evidence to:
● Describe how and where the materials explain the instructional approaches of the program.
● Describe how and where the materials identify research-based strategies that ar

or and record evidence to:
● Describe how and where the materials explain the instructional approaches of the program.
● Describe how and where the materials identify research-based strategies that are used in the design.
Cluster Meeting
Discuss and answer the following questions to support consensus scoring conversations:
● Where and how well do the materials explain the instructional approaches of the program?
● Where and how well do the materials identify research-based strategies used in and throughout the
program?
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Gateway 3: Teacher & Student Supports
Criterion 3.1 The program includes opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3f Materials provide a comprehensive list of supplies needed to support
instructional activities.
Scoring:
1 point
● Materials include a comprehensive list of supplies
needed to support the instructional activities.
0 points
● Materials do not include a comprehensive list of
supplies needed to support instructional activities.
About this indicator:
What is the purpose of this Indicator?
This indicator examines the series to determine if the materials contain a comprehensive list of materials needed
to support implementation.
Indicator 3f Guiding Question:
Do the materials provide a comprehensive list of supplies needed to support instructional activities?
Evidence Collection
Review the materials across the series.
Look for and record evidence to:
● Determine whether a co

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 elements
of the three dimensions in the learning objectives?
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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 1i Materials include a formative assessment system that is designed to reveal
student progress on targeted learning objectives.
Scoring:
4 points
● The formative assessments
are consistently designed to
reveal student progress on
the targeted learning
objectives.
2 points
● The formative assessments
are designed to reveal
student progress on the
targeted learning objectives,
but not consistently.
0 points
● Few to no formative
assessments are designed to
reveal student progress on
the targeted learning
objectives.
About this indicator:
What is the purpose of this Indicator?
This indicator
● examines whether the materials include formative assessments that are connected to and reveal student
progress on the targeted learning objectives.
Boundaries with other indicators:
● Indicator 1k determines if materials are designed to incorporate three-dimensional summative assessment
tasks that focus on uncertain phenomena or problems.
● Indicator 3g determines if the assessment system provides multiple opportunities to determine students’
learning and sufficient guidance to teachers for evaluating studen

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tain phenomena or problems.
● Indicator 3g determines if the assessment system provides multiple opportunities to determine students’
learning and sufficient guidance to teachers for evaluating student performance and determining next
instructional steps.
● Indicator 3n determines if assessments offer accommodations that allow students to demonstrate their
knowledge and skills without changing the content of the assessment.
Research or Standards connection:
“Assessments used for formative purposes occur during the course of a unit of instruction and may involve both
formal tests and informal activities conducted as part of a lesson. They may be used to identify students’
strengths and weaknesses, assist educators in planning subsequent instruction, assist students in guiding their
own learning by evaluating and revising their own work, and foster students’ sense of autonomy and
responsibility for their own learning (Andrade and Cizek, 2010, p. 4).” (Developing Assessments for the Next
Generation Science Standards, BOTA Report, p. 84)
“The key difference between assessments used for formative purposes and those used for summative purposes
is in how the information they provide is to be used: to guide and advance learning (usually while instruction is
under way) or to obtain evidence of what students have learned for use beyond the classroom (usually at the
conclusion of some defined period of instruction).

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ovide a comprehensive list of supplies needed to support instructional activities?
Evidence Collection
Review the materials across the series.
Look for and record evidence to:
● Determine whether a comprehensive list of required materials is provided.
Cluster Meeting
Discuss and answer the following questions to support consensus scoring conversations:
● Does the series provide a comprehensive list of required materials? At what level(s) is the support
provided (course, unit/module, lesson, etc.)?
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Gateway 3: Teacher & Student Supports
Criterion 3.1 The program includes opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3g The assessment system provides consistent opportunities to determine
student learning throughout the school year. The assessment system
provides sufficient teacher guidance for evaluating student performance and
determining instructional next steps.
Scoring:
4 points
● The assessment system
consistently provides
opportunities to determine
student learning throughout
the school year.
AND
● The assessment system
consistently provides sufficient
teacher guidance for
evaluating student
performance.
AND
● The assessment system
consistently provides sufficient
teacher guidance for
interpreting student
performance and determining
next instructional steps.
2 points
● The assessment system
provides opportunities to
determine student learning
throughout the school year, but
not consistently.
OR
● Th

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Research or Standards connection:
“It is possible to design assessment tasks and scoring rubrics that assess three-dimensional science learning.
Such assessments provide evidence that informs teachers and students of the strengths and weaknesses of a
student’s current understanding, which can guide further instruction and student learning and can also be used
to evaluate students’ learning.” (Developing Assessments for the Next Generation Science Standards, BOTA
Report, conclusion 4-3, p. 130)
“Assessment designers are faced with the challenge of finding a balance among three competing priorities: (1)
using assessment as a tool for supporting and promoting an ambitious vision for all students, (2) obtaining
accurate measures of what students have actually learned, and (3) supporting equity of opportunity for
disadvantaged students.” (Developing Assessments for the Next Generation Science Standards, BOTA Report, p.
27)
Resources:
● Developing Assessments for the Next Generation Science Standards, BOTA Report
Indicator 3g Guiding Question:
Does the assessment system provide consistent opportunities to determine student learning throughout the
school year? Does the assessment system provide sufficient teacher guidance for interpreting student
performance and determining instructional next steps?
Evidence Collection
Review assessments and corresponding assessment guidance across the series, including answer keys,
rubrics, and other assessment scoring tools.
Look for and record evidence to:
● Describe if and how assessments provide teacher guida

ldren bring to the classroom. This diversity offers richness and
opportunities in the classroom, and it also affects the kinds of support children need to learn science.” (Taking
Science to School, p. 340)
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Resources:
● A Framework for K-12 Science Education
● Taking Science To School
Scoring:
Meets Expectations
● 4 points
Partially Meets Expectations
● 2-3
Does Not Meet Expectations
● <2 points
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Gateway 3: Teacher & Student Supports
Criterion 3.2 The program includes materials designed for each student’s regular and
active participation in grade-level/grade-band/series content.
Indicator 3j Materials provide strategies and supports for students in special populations
to support their regular and active participation in learning
grade-level/grade-band science and engineering.
Scoring:
2 points
● Materials regularly provide
strategies, supports, and
resources for students in
special populations to support
their regular and active
participation and engagement
in grade-level/grade-band
science and engineering.
1 point
● Materials do not regularly
provide strategies, supports,
and resources for students in
special populations to support
their regular and active
participation and engagement
in grade-level/grade-band
science and engineering.
0 points
● There are no strategies,
supports, or resources for
students in special populations
to support their regular and
active participation and
engagement in
grade-level/grade-band
science and engineering.
About t

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re no strategies,
supports, or resources for
students in special populations
to support their regular and
active participation and
engagement in
grade-level/grade-band
science and engineering.
About this indicator:
What is the purpose of this Indicator?
This indicator examines whether the materials provide strategies, supports, and resources for students in special
populations to support their regular and active participation in grade-level/grade-band science and engineering.
Research or Standards connection:
For this indicator, special populations refers to students that must overcome barriers that may require special
consideration and attention to ensure equal opportunity for success and in an educational setting. This could
include:
● Disabilities: Physical, developmental, behavioral, or emotional disabilities
● Economic disadvantage: Low-income families, homelessness, or out-of-workforce individuals
● Other circumstances: Preparing for non-traditional fields, single parents, English language learners, or
racial and ethnic minorities
Resources:
● NGSS Appendix D: All Standards, All Students
● Supporting Special Populations, Office of Elementary and Secondary Education
Indicator 3j Guiding Question:
What opportunities are there for students in special populations to engage with materials to support ongoing
participation in grade-level/grade-band science and engineering content?
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Evidence Collection
Review teacher and student materials across the series.
Look for and record evidence to:
● Describe where and how

t?
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Evidence Collection
Review teacher and student materials across the series.
Look for and record evidence to:
● Describe where and how the materials provide specific strategies and supports for differentiating
instruction to meet the needs of students in special populations.
● Identify whether the materials support students in special populations in regular and active participation
in grade-level/grade-band science and engineering and include any instances where differentiation does
not present opportunities to engage students in the work of the grade level/grade band.
Note: There must be more than a statement at the beginning of the chapter or lesson that is generic or states
that the same strategy could be used with every lesson.
Cluster Meeting
Discuss and answer the following questions to support consensus scoring conversations:
● How and where do materials provide appropriate differentiated strategies and supports for students in
special populations?
● Do materials provide differentiation supports to sufficiently engage students in grade level/grade band
science and engineering?
● Do the materials include overarching guidance on strategies and accommodations for special
populations? Are these evident in lessons?
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Gateway 3: Teacher & Student Supports
Criterion 3.2 The program includes materials designed for each student’s regular and
active participation in grade-level/grade-band/series content.
Indicator 3k Materials provide extensions and/o

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orts
Criterion 3.2 The program includes materials designed for each student’s regular and
active participation in grade-level/grade-band/series content.
Indicator 3k Materials provide extensions and/or opportunities for students to engage in
learning grade-level/grade-band science and engineering at greater depth.
Scoring:
2 points
● Materials provide multiple
opportunities for advanced
students to engage in
grade-level/grade-band
science at a higher level of
complexity.
AND
● No instances of advanced
students doing more
assignments than their
classmates.
1 point
● Materials provide some
opportunities for advanced
students to engage in
grade-level/grade-band
science at a higher level of
complexity.
AND
● There are few instances of
advanced students doing more
assignments than their
classmates.
0 points
● Materials provide few, if any,
opportunities for advanced
students to engage in
grade-level/grade-band
science at a higher level of
complexity.
OR
● There are many instances of
advanced students doing more
assignments than their
classmates.
About this indicator:
What is the purpose of this Indicator?
This indicator examines the materials to determine whether the materials provide opportunities for advanced
students to engage in grade-level/grade-band science at a higher level of complexity.
Research or Standards connection:
“Arguably, the most pressing challenge facing U.S. education is to provide all students with a fair opportunity to
learn.” (A Framework for K-12 Science Education, p.

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Research or Standards connection:
“Arguably, the most pressing challenge facing U.S. education is to provide all students with a fair opportunity to
learn.” (A Framework for K-12 Science Education, p. 282)
“Science and engineering practices can actually serve as productive entry points for students from diverse
communities...” (A Framework for K-12 Science Education, p. 283)
“When people enter into the practices of science or engineering, they do not leave their cultural worldviews at
the door. Instruction that fails to recognize this reality can adversely affect student engagement in science. ….
Everyday experience provides a rich base of knowledge and experience to support conceptual changes in
science. Students bring cultural funds of knowledge that can be leveraged, combined with other concepts, and
transformed into scientific concepts over time.” (A Framework for K-12 Science Education, p. 284)
Resources:
● A Framework for K-12 Science Education
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Indicator 3k Guiding Questions:
What opportunities are present for students to engage in learning with grade-level/grade-band science and
engineering at higher levels of complexity? Are the opportunities that are present purposeful investigations or
extensions? Do the opportunities extend learning of the grade-level content or topic?
Evidence Collection
Review the student materials across the series.
Look for and record evidence to:
● Describe how and where advanced students have opportunities to work at a higher level of complexity
with the three dimensions to mak