High School Report Overview

The materials meet expectations for three-dimensional learning by consistently using phenomena and problems to frame instruction. These phenomena are introduced early and revisited throughout each unit to support student sensemaking. Students regularly engage in integrated tasks involving Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting Concepts (CCCs), with learning objectives and most assessments reflecting this integration. However, in some instances, activities and science content take precedence over the central phenomenon or problem, and leveraging of prior knowledge and/or experience is not consistently explicit.

The instructional materials present a coherent progression of science ideas and practices, supporting students in developing three-dimensional understanding across the course. The majority of claimed DCIs, SEPs, and CCCs are addressed, though some elements are only partially developed or missing. Instructional tasks and assessments increase in sophistication and complexity, and students are given multiple opportunities to engage with the content in varied ways. However, connections across units and disciplines are not always clearly articulated, and opportunities to make these links explicit to students are limited.