High School Report Overview

The materials meet expectations for three-dimensional learning by consistently integrating phenomena and problems to drive instruction. Phenomena are introduced early and revisited throughout each unit, supported by data analysis, modeling, and investigation. Problems provide relevance and often culminate in design challenges or consensus models. The three dimensions—DCIs, SEPs, and CCCs—are integrated into lesson objectives, instructional tasks, and assessments. Student sensemaking is emphasized through frequent opportunities to build and revise explanations using evidence. Formative and summative assessments are designed to monitor progress on targeted objectives and include tasks that incorporate uncertain phenomena or problems. While elicitation of prior knowledge and/or experience is common, the leveraging of this knowledge and/or experience to shape instruction is inconsistent.

The materials provide coherent and accurate support for three-dimensional learning, meeting expectations across Gateway 2. Most claimed DCIs, SEPs, and CCCs—particularly in life science—are well-developed and revisited through varied tasks. Some elements, particularly in mathematics and communication, are partially addressed or missing. Instruction builds conceptually over time and remains within grade-band expectations. While cross-unit and cross-context connections are occasionally referenced, they are not consistently made explicit to students. Tasks increase in sophistication across the course, especially in modeling and data analysis, though growth in some practices is less evident.