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Report Overview
Summary of Alignment & Usability: Test 2024 | Science
Kindergarten
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Does Not Meet Expectations
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
Not Rated
Report for Kindergarten
Alignment Summary
Test
Kindergarten
Alignment (Gateway 1 & 2)
Does Not Meet Expectations
Usability (Gateway 3)
Not Rated
Overview of Gateway 1
Designed for NGSS
Gateway 1
v1
Does Not Meet Expectations
Criterion 1.1: Three-Dimensional Learning
Materials are designed for three-dimensional learning and assessment.
Indicator 1A
Materials are designed to integrate the Science and Engineering Practices (SEP), Disciplinary Core Ideas (DCI), and Crosscutting Concepts (CCC) into student learning.
Indicator 1A.i
Materials consistently integrate the three dimensions in student learning opportunities.
Indicator 1A.ii
Materials consistently support meaningful student sensemaking with the three dimensions.
Indicator 1B
Materials are designed to elicit direct, observable evidence for the three-dimensional learning in the instructional materials.
Indicator 1C
Materials are designed to elicit direct, observable evidence of the three-dimensional learning in the instructional materials.
Criterion 1.2: Phenomena and Problems Drive Learning
Materials leverage science phenomena and engineering problems in the context of driving learning and student performance.
Indicator 1D
Phenomena and/or problems are connected to grade-level Disciplinary Core Ideas.
Indicator 1E
Phenomena and/or problems are presented to students as directly as possible.
Indicator 1F
Phenomena and/or problems drive individual lessons or activities using key elements of all three dimensions.
Indicator 1G
Materials are designed to include both phenomena and problems.
Indicator 1H
Materials intentionally leverage students’ prior knowledge and experiences related to phenomena or problems.
Indicator 1I
Materials embed phenomena or problems across multiple lessons for students to use and build knowledge of all three dimensions.
Overview of Gateway 2
Coherence and Scope
Gateway 2
v1
Not Rated
Criterion 2.1: Coherence and Full Scope of the Three Dimensions
Materials are coherent in design, scientifically accurate, and support grade-level and grade-band endpoints of all three dimensions.
Indicator 2A
Materials are designed for students to build and connect their knowledge and use of the three dimensions across the series.
Indicator 2A.i
Students understand how the materials connect the dimensions from unit to unit.
Indicator 2A.ii
Materials have an intentional sequence where student tasks increase in sophistication.
Indicator 2B
Materials present Disciplinary Core Ideas (DCI), Science and Engineering Practices (SEP), and Crosscutting Concepts (CCC) in a way that is scientifically accurate.*
Indicator 2C
Materials do not inappropriately include scientific content and ideas outside of the grade-level Disciplinary Core Ideas.*
Indicator 2D
Materials incorporate all grade-level Disciplinary Core Ideas.
Indicator 2D.i
Physical Sciences
Indicator 2D.ii
Life Sciences
Indicator 2D.iii
Earth and Space Sciences
Indicator 2D.iv
Engineering, Technology, and Applications of Science
Indicator 2E
Materials incorporate all grade-band Science and Engineering Practices.
Indicator 2E.i
Materials incorporate grade-level appropriate SEPs within each grade.
Indicator 2E.ii
Materials incorporate all SEPs across the grade band.
Indicator 2F
Materials incorporate all grade-band Crosscutting Concepts.
Indicator 2F.i
Materials incorporate grade-level appropriate CCCs within each grade.
Indicator 2F.ii
Materials incorporate all CCCs across the grade band.
Indicator 2G
Materials incorporate NGSS Connections to Nature of Science and Engineering
Overview of Gateway 3
Usability
Criterion 3.1: Design to Facilitate Teacher Learning
Materials are designed to support teachers not only in using the materials, but also in understanding the expectations of the standards.
Indicator 3A
Materials include background information to help teachers support students in using the three dimensions to explain phenomena and solve problems (also see indicators 3b and 3l).
Indicator 3B
Materials provide guidance that supports teachers in planning and providing effective learning experiences to engage students in figuring out phenomena and solving problems.
Indicator 3C
Materials contain teacher guidance with sufficient and useful annotations and suggestions for how to enact the student materials and ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
Indicator 3D
Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
Criterion 3.2: Support for All Students
Materials are designed to support all students in learning.
Indicator 3E
Materials are designed to leverage diverse cultural and social backgrounds of students.
Indicator 3F
Materials provide appropriate support, accommodations, and/or modifications for numerous special populations that will support their regular and active participation in learning science and engineering.
Indicator 3G
Materials provide multiple access points for students at varying ability levels and backgrounds to make sense of phenomena and design solutions to problems.
Indicator 3H
Materials include opportunities for students to share their thinking and apply their understanding in a variety of ways.
Indicator 3I
Materials include a balance of images or information about people, representing various demographic and physical characteristics.
Indicator 3J
Materials provide opportunities for teachers to use a variety of grouping strategies.
Indicator 3K
Materials are made accessible to students by providing appropriate supports for different reading levels.
Criterion 3.3: Documentation of Design and Usability
Materials are designed to be usable and also to support teachers in using the materials and understanding how the materials are designed.
Indicator 3L
The teacher materials provide a rationale for how units across the series are intentionally sequenced to build coherence and student understanding.
Indicator 3M
Materials document how each lesson and unit align to NGSS.
Indicator 3N
Materials document how each lesson and unit align to English/Language Arts and Math Common Core State Standards, including the standards for mathematical practice.
Indicator 3N.i
Materials document how each lesson and unit align to English/Language Arts Common Core State Standards.
Indicator 3N.ii
Materials document how each lesson and unit align to Math Common Core State Standards, including the standards for mathematical practice.
Indicator 3O
Resources (whether in print or digital) are clear and free of errors.
Indicator 3P
Materials include a comprehensive list of materials needed.
Indicator 3Q
Materials embed clear science safety guidelines for teacher and students across the instructional materials.
Indicator 3R
Materials designated for each grade level are feasible and flexible for one school year.
Indicator 3S
Materials contain strategies for informing students, parents, or caregivers about the science program and suggestions for how they can help support student progress and achievement.
Criterion 3.4: Assessment Design and Supports
Materials are designed to assess students and support the interpretation of the assessment results.
Indicator 3T
Assessments include a variety of modalities and measures.
Indicator 3U
Assessments offer ways for individual student progress to be measured over time.
Indicator 3V
Materials provide opportunities and guidance for oral and/or written peer and teacher feedback and self reflection, allowing students to monitor and move their own learning.
Indicator 3W
Tools are provided for scoring assessment items (e.g., sample student responses, rubrics, scoring guidelines, and open-ended feedback).
Indicator 3X
Guidance is provided for interpreting the range of student understanding (e.g., determining what high and low scores mean for students) for relevant Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas.
Indicator 3Y
Assessments are accessible to diverse learners regardless of gender identification, language, learning exceptionality, race/ethnicity, or socioeconomic status.
Criterion 3.5: Technology Use (3z to 3ad)
Materials are designed to include and support the use of digital technologies.
Indicator 3AA
Digital materials are web based and compatible with multiple internet browsers. In addition, materials are “platform neutral,” are compatible with multiple operating systems and allow the use of tablets and mobile devices.
Indicator 3AB
Materials include opportunities to assess three-dimensional learning using digital technology.
Indicator 3AC
Materials can be customized for individual learners, using adaptive or other technological innovations.
Indicator 3AD
Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other (e.g., websites, discussion groups, webinars, etc.).
Indicator 3Z
Materials integrate digital technology and interactive tools (data collection tools, simulations, modeling), when appropriate, in ways that support student engagement in the three dimensions of science.