The instructional materials reviewed for Grades K-2 partially meet expectations for Alignment to NGSS, Gateways 1 and 2. Gateway 1: Designed for NGSS; Criterion 1: Three-Dimensional Learning partially meets expectations. The materials include three-dimensional learning opportunities and opportunities for student sensemaking with the three dimensions. The formative assessments rarely measure the three dimensions for their respective objectives. In Grades K and 2, the summative assessments consistently measure the three dimensions for their respective objectives. In Grade 1, the summative assessments inconsistently measure the three dimensions for their respective objectives. Criterion 2: Phenomena and Problems Drive Learning partially meets expectations. Phenomena and problems are present, connected to DCIs, and presented to students as directly as possible. In Grades K and 2, the materials consistently elicit but inconsistently leverage student prior knowledge and experience related to the phenomena and problems present. In Grade 1, the materials neither elicit nor leverage student prior knowledge and experience related to the phenomena and problems present. Phenomena and problems inconsistently drive learning and use of the three dimensions at both the learning sequence and learning opportunity levels.

The instructional materials reviewed for Grades K-2 partially meet expectations for Gateway 2: Coherence and Scope. The materials inconsistently connect units and chapters in a manner that is apparent to students, and student tasks increase in sophistication within and across units. The materials include numerous minor errors representing the three dimensions across the series. The materials only include scientific content appropriate to the grade level. The materials include all DCI components and elements for earth and space science and engineering, but do not include all components and elements for life science and physical science. The materials include all of the science and engineering practices at the grade band and all elements of the practices at grade level, with adequate opportunity for students to use practices repeatedly and in multiple contexts. The materials include all of the grade-band crosscutting concepts and provide repeated opportunities for students to use CCCs across the grade band. The materials inconsistently include NGSS connections to Nature of Science and Engineering elements associated with the SEPs and/or CCCs.

The instructional materials reviewed for Grades 3-5 partially meet expectations for Alignment to NGSS, Gateways 1 and 2. Gateway 1: Designed for NGSS; Criterion 1: Three-Dimensional Learning partially meets expectations. The materials include three-dimensional learning opportunities and opportunities for student sensemaking with the three dimensions. The formative assessments rarely measure the three dimensions for their respective objectives. The summative assessments consistently measure the three dimensions for their respective objectives. Criterion 2: Phenomena and Problems Drive Learning partially meets expectations. Phenomena and problems are present in the materials. Across the grades, phenomena and problems are inconsistently connected to DCIs, and presented to students as directly as possible. Across the grades, the materials inconsistently  elicit and leverage student prior knowledge and experience related to the phenomena and problems present. Phenomena and problems inconsistently drive learning and use of the three dimensions at both the learning sequence and learning opportunity levels.

The instructional materials reviewed for Grades 3-5 partially meet expectations for Gateway 2: Coherence and Scope. The materials inconsistently connect units and chapters in a manner that is apparent to students, and student tasks consistently increase in sophistication within and across units. The materials include minor errors representing the three dimensions across the series. The materials include scientific content that is sometimes not appropriate to the grade level. Across the grades, the materials do not include all DCI components and elements for earth and space science,  life science, and physical science. The materials include all DCI components and elements for engineering. The materials include all of the science and engineering practices at the grade band and all elements of the practices at grade level, with adequate opportunity for students to use practices repeatedly and in multiple contexts. The materials include all of the grade-band crosscutting concepts and provide repeated opportunities for students to use CCCs across the grade band. The materials consistently include NGSS connections to Nature of Science and Engineering elements associated with the SEPs and/or CCCs.