High School Report Overview

The instructional materials reviewed for High School do not meet expectations for Gateway 1: Designed for NGSS. Of the phenomena present in the program, a majority are at the module-level with a few unit-level phenomena, as well as a few unit- and lesson-level problems/design challenges. About half of all phenomena and problems are connected to a grade-band DCI; when this is not the case, a below grade-band DCI is usually present. Phenomena and problems are presented as directly as possible in multiple instances. Almost all presentations consist of an image, text, and video. Only one instance of eliciting prior knowledge is present in all of the phenomena and problems. Across the program, phenomena and problems miss the opportunity to drive learning and at the module-level are only referenced at the beginning and end of the module, when present.

The program consists of six units, each containing 3-6 modules that each include 2-5 lessons. Each unit presents an image and a question to introduce the unit. Students develop a Driving Question Board that they come back to at every module and lesson and are also encouraged to add information from the lessons to a class Summary Table. A STEM Unit Project is also introduced, usually through a text-based scenario. Students return to this activity at the end of every module and are directed to add their learning from the module to the project. Modules are introduced with an image, question, and video. After referencing the DQB from the unit, students start construction of a Claim Evidence Reasoning (CER) statement and return to this at the end of the module. Lessons each start with a topic-based focus question. Throughout the lesson students read text and/or engage with interactive content, answer questions, and complete investigations. 

Across the materials, about half of all modules contain instances of integrating the three dimensions, often at the activity level. Opportunities for sensemaking with the three dimensions are not consistently present. At the module level, learning objectives are three dimensional. At the lesson level, elements from the learning objectives are inconsistently present and often only as DCIs in the Explore and Explain sections. In most cases, formative and summative assessments also do not address the majority of the elements contained within the module-level learning objectives, with the exception of the Applying Practices summative assessments. Performance tasks occur inconsistently across the summative assessments and are also located within the Applying Practices assessments.

Information about learning objectives is provided at the beginning of each module. Learning objectives consist of the Performance Expectations (PEs) and are divided into three categories: Build to, Master, and Expand on. The assessment system is made up of formative and summative assessments. Most formative assessments exist at the module and lesson level. At the module level, the Module Pre-Test is at the beginning of each module and a text reading with a prompt and a return to the CER is at the end of each module. At the lesson level, Get It? prompts and Formative Assessment Checks are present. Both involve a prompt, and either a short answer response or an activity such as making flash cards. The main summative assessments include Lesson Checks and Module Tests which are similar in structure (multiple choice, selected response, short answer) and exist at the end of each lesson and module, respectively. Applying Practices are also part of the summative assessment system. These exist for some lessons in 17 out of 27 modules, are connected to 1-2 PEs from the learning objectives, and in some cases are presented as an uncertain phenomena or problem. 

The program contains online and paper components. In addition to the print student and teacher edition of the textbook, an electronic version can be found online along with interactive content for each lesson, as well as links to videos, worksheets, simulations, and assessments. Additionally, the materials include an optional, online Three-Dimensional Assessment Guide which provides guided and independent practice for students along with teacher support. Prompts include discrete items, stand-alone questions, and performance tasks that can be used either before or after instruction of the topics.