Program Analyze Evidence

Twig Science builds progressive and logical use of the three dimensions. Explicit connections to the dimensions across grades, within grades, and within modules help students and teachers to connect prior learning, current learning, and future learning. The assessment framework provides data to monitor student progress toward the required grade-level proficiency. The rubric provides evidence of these strengths.

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Evaluation Rubrics

Twig Science scores highly on NGSS-based rubrics such as NextGen TIME Paper screen evaluation. See below for materials that show exactly how we meet these criteria:


Student Work

Student Progress

Teacher Support



Progression Across the Program

The Twig Science Program Guide (provided online and at the front of every Teacher Edition) outlines the instructional design of the program and how all the components work together to support students to use the three dimensions to make sense of phenomena and solve problems.


The K–6 NGSS Alignment and Progression Guide details how the three dimensions build logically and progressively over the program.


The CA NGSS Framework Alignment (front cover of every Teacher Edition) sets out the logical sequence for the Performance Expectations (PEs) across the Twig Science K–6 modules, and shows where they are addressed in each grade. It illustrates how the 29 K–6 modules align directly to the 29 K–6 CA Framework Segments.

CA NGSS Framework Alignment

The K–6 NGSS Alignment and Progression Guide shows the sequence of DCIs, CCCs, and SEPs that the students use across the program and how they spiral in complexity.


For example, Kindergarten Module 1 uses the three dimensions to explore the phenomenon of different plants and animals living in different place. Students investigate how living things get the things they to survive from their environments. That concept is also explored in greater depth in Grade 2 Module 4, where students use the dimensions with more sophistication to make sense of the phenomenon of the interdependence of living things in an environment. Later, in Grade 5 Module 2, students use the three dimensions to explore food webs and the phenomenon of energy and matter moving through an ecosystem. Finally, in Grade 6 Module 3, students use their growing mastery of the three dimensions to further expand their exploration of these concepts when investigating how the environment and genetics can affect living things.

Kindergarten Module 1 Performance Expectation Progressions table

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Link to digital example

Progressions of Learning

Unit-to-unit Coherence


The Twig Science Assessment System has been developed in partnership with Stanford University’s SCALE team. It is designed to provide a three-dimensional assessment system that allows teachers to evaluate student attainment of the three dimensions and PEs of the NGSS.


The assessment strategies measure students’ knowledge and ability. They favor Performance Tasks over rote memorization and include a rich variety of measures, such as written assignments, collaborative engineering design challenges, and oral presentations. There are also lots of informal ways to quickly evaluate student progress.


Pre-Explorations (Diagnostic Pre-Assessment)


Near the start of each module, students complete a Pre-Exploration (Diagnostic Pre-Assessment). Pre-Explorations enable teachers to identify student prior knowledge of the three dimensions as well as any misconceptions students may hold.


Progress Trackers are provided to support teachers as they track how students address their misconceptions and demonstrate their growing mastery of the three dimensions and PEs targeted in each module. Guidance is also given in the Teacher Edition for how to tailor instruction for students whose misconceptions persist, or who need extra scaffold to reach the required grade proficiency of the standards.


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Link to digital example

Program Assessment System