iCEV STEM Site – Scientific Research & Design

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and technical skills taught in the course.

The “Standards Snapshot” in the Course Implementation Guide provides a comprehensive alignment of lesson objectives with the TEKS and ELPS for every lesson across all units. The guide demonstrates the introduction, reinforcement, and extension of concepts and skills throughout the course, ensuring a strategic scaffolding of instruction. The guide also shows a coherent progression of the TEKS throughout the course. For example, the unit 1 “Professionalism in the Sciences: Scientific Research” lesson aligns with multiple foundational TEKS related to professional standards, communication, and collaboration. The lesson also incorporates several ELPS to support language development and academic discourse. This detailed standards alignment ensures that students have repeated opportunities to develop and demonstrate mastery of required knowledge and skills over the duration of the course.

The Course Implementation Guide addresses sequencing and alignment to the TEKS and ELPS. The guide emphasizes that the structure of the instruction supports standards-based progression, stating that “course development is grounded in TEKS and ELPS, ensuring alignment to state expectations while addressing both academic content and technical skill development.” This alignment ensures that the sequence of lessons build students’ knowledge and skills while maintaining consistent connections to required state standards throughout the course. This guidance is found as either an HTML or a PDF document.

Evaluation for 1.1b
Materials include suggested pacing to support effective implementation for various school models [e.g., traditional secondary schools, Early College High Schools (ECHS), Pathways in Technology Early College High School (P-TECH)], schedules (e.g., block, modified block), and instructional calendars (e.g., varying number of instructional days).

The “Sequencing & Pacing” section of the Course Implementation Guide provides flexible pacing guidance that educators can adapt to alternative academic calendars and scheduling models. For example, it notes that the lessons are “designed based on 50-minute instructional periods across a 180-day school year.” The section also includes guidance for schools using block schedules, stating that “suggested class days for modified block (75-minute) and traditional block (90-minute) schedules are calculated by converting traditional days into total minutes, dividing by the number of minutes in a block, and rounding to the nearest half-day.” This flexibility enables educators to adjust course pacing to meet the needs of various instructional calendars and class schedules.

The sections below the unit breakdowns include sample pacing models for year-round, trimester, quarter, Pathways in Technology Early College High School (P-TECH), and early college schedules. The guide introduced these alternative schedules with the following statement: “For schools operating on an alternative calendar outside of the traditional 180-day school year, the Scientific Research & Design course can be modified in the following ways.”

Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts and technical skills to be learned connect throughout the course.

The “Course Purpose & Rationale” section of the Course Implementation Guide provides a clear overview of the course’s design, intent, and instructional goals. The section explains that the course is “intentionally structured to guide students through a comprehensive and authentic scientific research and engineering design process, reflecting the practices and expectations of real-world scientific and technical careers.” This rationale helps educators understand how the course sequence supports the development of both academic knowledge and career-relevant skills.

The Educator Resource Guide provides evidence of the connections between concepts and technical skills throughout the course. The “What Does Direct Instruction Look Like in the Classroom?” section explains how instructional practices support the integration of knowledge and skills. For example, guided discussions help “promote deeper thinking, clarify misunderstandings, and connect new learning to prior knowledge. This interaction strengthens comprehension and prepares students for guided and independent practice.” This guidance demonstrates how the course intentionally connects concepts and technical skills to support student learning and application over time.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

The Course Implementation Guide provides unit and lesson internalization support through essential questions and bell ringer activities embedded in each lesson plan. For example, the essential questions in the materials prompt students to consider important factors in a lab or field investigation, helping educators frame instruction around key concepts before diving into content.

The “What Does Direct Instruction Look Like in the Classroom?” section shows educators how instructional practices support the integration of knowledge and skills. This supports educators to see an overview of how presentation materials, modeling processes, guided discussions, and structured lesson plans support student learning. The Course Implementation Guide includes an “Instructional Delivery by Unit” section that includes an overview for each unit. The materials include unit plans for educators to use when internalizing lessons that list unit activities such as objectives, vocabulary, the sequence of the unit, and assessments.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

The Educator Resource Guide provides comprehensive instructional support to assist educators with effective course implementation. Embedded throughout the course, the guide includes practical strategies and guidance for delivering instruction, facilitating classroom activities, and supporting student learning. For example, “These supports are intentionally designed to guide instruction through a structured progression that moves students from educator-led modeling to independent mastery.” The guide provides lesson-level recommendations that help educators present content effectively, manage learning experiences, and engage students in meaningful application of concepts and skills.

The Educator Resource Guide supports instructional leaders and educators by providing insight into the course design and instructional framework. The guide helps educators understand the intentional structure of the learning experiences and how they build student knowledge and skills over time. For example, it explains that “instructional design in the Scientific Research & Design course aligns with the progression of rigor in Bloom’s Taxonomy. In earlier units, student learning focuses on defining, identifying, describing, and explaining. As students progress into the middle units, they begin applying, designing, conducting, and developing deliverables. The closing units provide students with opportunities to analyze, evaluate, synthesize, and defend information.” This guidance helps instructional leaders support effective implementation by highlighting the intentional progression of cognitive rigor throughout the course.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic, professional, and technical vocabulary necessary to effectively teach the concepts and technical skills in the unit.

The Course Implementation Guide provides comprehensive unit and lesson overviews. The materials include instructional supports such as vocabulary, key concepts, skills, and career connections. For example, the vocabulary handout “identifies and defines key terms used throughout the lesson,” while the “Key Concepts” document “highlights the central ideas students will encounter.” Students can use these resources to record vocabulary and organize notes, supporting comprehension and reinforcing important concepts throughout the lesson.

The Course Implementation Guide provides support for understanding and developing technical vocabulary used throughout the course. The materials include instructional resources such as key concepts, skills, and career connections. For example, in “Food Lab Challenge: Impact of Heat on Food,” educators are provided a list of concepts they should know prior to completing this challenge: heat and food production, food lab safety, and knowledge of dry and moist heat cooking methods.

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

The Course Implementation Guide describes family support content delivered in English, communicating the program’s commitment to helping students build knowledge, technical skills, and professional competencies. However, this guide does not include a Spanish-language version of the family support content. The appeal states the linked HTML version can be translated using the browser’s translation feature, but browser translation is not a substitute for materials that support students at differentiated levels of English proficiency and promote academic language development, which is what this indicator requires.

The Course Implementation Guide describes the course as a capstone-style experience guiding students through a scientific research or engineering design process. However, like the Educator Resource Guide, this document does not include Spanish-language family support materials, and the appeal again relies on browser translation rather than differentiated language support. Neither submission provides the proficiency-differentiated Spanish-language family support materials this indicator requires, so the previously identified gap remains.

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).

The Course Implementation Guide documents alignment to the TEKS and ELPS. Specifically, the section identifies the lesson objectives, TEKS, and ELPS addressed in each lesson throughout the course. For example, one lesson includes the objective “to research and describe the connections between science, technology, engineering, and mathematics and future careers.” The lesson aligns with TEKS 0.K and 4.C and incorporates multiple ELPS, including 1.B, 1.C, 1.E, 2.B, 2.C, 2.D, 2.E, 2.F, 3.A, 3.C, 3.E, 3.F, 3.G, 4.A, 4.B, 4.C, 4.D, 4.E, and 4.F. This detailed standards alignment demonstrates how the materials intentionally connect lesson objectives to state academic and language proficiency standards, ensuring that instruction supports both content mastery and language development.

The lesson plan for the “Scientific Research & Design” lesson clearly identifies the specific TEKS and ELPS addressed within the lesson. The beginning of the lesson plan lists the aligned TEKS and ELPS. The lesson objective is “to research and describe the connections between science, technology, engineering, and mathematics and future careers.” By explicitly identifying the lesson objective alongside the corresponding TEKS and ELPS, the lesson plan demonstrates a clear alignment between instructional goals, academic standards, and language development expectations, supporting both content mastery and student proficiency in academic language.

Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson (e.g., equipment, labs, technology, supplies, safety gear), and the suggested timing for each lesson component.

The “Sequencing and Pacing Snapshot” section of the Course Implementation Guide provides pacing guidance for both educators and students and outlines suggested time allocations for each lesson component. This section describes lessons as “50-minute instructional periods within a traditional 180-day school year,” offering educators a framework for planning and implementation. In addition, the guide includes recommended timing for individual lesson activities. For example, the opening Video Content Delivery component is 3–15 minutes. This time allocation provides educators with clear expectations for managing instructional time while maintaining flexibility to meet student needs and classroom schedules.

The “Course Materials List” section of the Course Implementation Guide identifies how skills relate to extension, enrichment, work-based learning, and Career and Technical Student Organizations (CTSOs). The Course Management menu provides a list of equipment and consumables per unit/lesson. For example, the text states, “The required materials for each course are available in the provided materials list, with equipment and consumables detailed by lesson and Activity/Project.” It is broken down into categories such as “Lab Safety,” “Tools & Equipment,” “Conducting Lab and Field Investigation,” and “Developing a Model.” This section provides educators with a clear list of tools and consumables needed to help students master concepts and vocabulary.

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment, work-based learning, Career and Technical Student Organizations, professional skills practice).

Toward the end of the lesson, each lesson plan includes materials for extension, enrichment, work-based learning, CTSOs, and professional skills. For example, the materials connect students to Skills USA through the “Career Pathways Showcase“ activity.

The “Professional & Technical Skills Snapshot” section of the Course Implementation Guide identifies how the materials embed extension, enrichment, work-based learning, CTSOs, and professional skills throughout the course. For example, the snapshot identifies how the course develops and reinforces skills across lessons rather than teach these skills in isolation.

Evaluation for 2.1a
Materials include a variety of instructional assessments (e.g., skills demonstrations, portfolio evaluations, certification benchmarks) at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

The Educator Resource Guide includes a variety of instructional assessments at the unit and lesson level, including pretests and posttests. The “Assessment Framework” section describes how rigor increases throughout the course, beginning with guided instruction and progressing to independent skill demonstrations, applied activities, and project-based learning where applicable.

The materials include a variety of instructional assessments at the lesson level, including the “STEM Careers Taboo® Bell Ringer” activity, “STEM Career Exploration: Check for Understanding,” and “STEM Career Scavenger Hunt.”

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

The Educator Resource Guide clearly defines the various instructional assessment types and explains their intended purposes. The guide provides educators with a comprehensive overview of the assessment framework used throughout the course and explains how each assessment type supports student learning and instructional decision making. Evidence from the Educator Resource Guide states that the course includes diagnostic assessments to establish students’ baseline knowledge and identify areas of strength and need before instruction begins. The materials also include formative assessments to monitor ongoing student understanding throughout the learning process, allowing educators to make timely instructional adjustments. In addition, the skill-based tasks evaluate students’ ability to apply knowledge and demonstrate proficiency in specific skills. Finally, summative assessments measure overall mastery of course content and learning objectives at the conclusion of instruction.

The Course Implementation Guide defines the various instructional assessment types and their intended purpose. It includes both formative and summative assessment types. The formative assessments include Checks for Understanding and exit tickets. The summative assessments include final assessments, projects, capstones, and a course posttest. For example, the guidance for projects states, “Definition/Purpose: All lessons include detailed interactive and hands-on projects for students to demonstrate mastery of key standards, concepts, or skills within a lesson.” The lesson plans describe when to administer, provide an estimated time to complete, and include information about how to group students and who to group.

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

The Educator Resource Guide provides educator guidance and progress-monitoring resources that support the consistent and accurate administration of instructional assessments. The “Progress Monitoring Tools” section within the guide outlines the assessment reporting features available to educators and explains how to collect, review, and interpret assessment data. Evidence from this section describes the progress-monitoring system as “a centralized system for capturing, organizing, and analyzing student performance data across all assessments and instructional activities.” The guide directs educators to several reporting tools, including “Grades” reports, the “Progress Snapshot,” and “Pre & Post Test” reports. These tools provide educators with consistent procedures for monitoring student performance and evaluating assessment results.

The materials demonstrate alignment between diagnostic, formative, and summative assessments and the TEKS and lesson objectives through comprehensive reporting tools that track student performance and mastery. Educator guidance and assessment data are accessible through the “Reports” section. Available reports include “Pre & Post Test,” “Certification,” “Engagement,” “Progress Snapshot,” and “Grades.” Together, these reports provide educators with detailed information about student achievement, growth, participation, and completion of course requirements. For example, “Pre & Post Test” reports measure student learning growth on standards-based content, while “Progress Snapshot” and “Grades” reports monitor ongoing performance and mastery throughout instruction. The “Engagement” and “Certification” reports further document student participation and successful completion of learning objectives. These reporting tools provide clear, easily accessible evidence of student progress for both educators and students. Because the reports connect to course assessments and standards-based learning objectives, they enable educators to monitor mastery of TEKS-aligned content, evaluate growth over time, and make informed instructional decisions.

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

The “Assessment Framework” in the Educator Resource Guide provides descriptive details of the four main types of assessments and “Progress Snapshots” of student performance with alignment to the TEKS. The materials state that this resource “is designed to support student mastery aligned to TEKS and industry standards.”

Pretest and posttest blueprints show alignment between the TEKS and objectives for all assessments. For example, the materials state, “Pretest: Administered at the beginning of the course to establish a clear baseline of student knowledge and identify areas of need before instruction begins.” Each of these provides an easily viewable example for both the student and educator, building a complete resemblance of student growth and lesson completion.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

The Educator Resource Guide provides differentiation for TEKS-aligned items at varying levels of complexity. The guide states, “Effective instruction in this environment requires intentional differentiation that maintains rigor while providing multiple pathways to mastery.”

Instructional assessments in every lesson provide differentiation of TEKS-aligned items at varying levels of complexity. The “Interactive Assignments” align with the TEKS at varying levels of complexity.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The course provides clear assessment and scoring information to support the interpretation of student performance. The “Pre & Post Test” hyperlink contains guidance on the purpose and use of assessment results. According to this section, the pretests and posttests focus on “assessing learners’ understanding of specific topics and skills that are integral to the course.” The guidance further explains that “this focus ensures that the assessments accurately measure students’ mastery of the subject matter, allowing educators to gain a clear insight into areas where students excel or may need additional support.” The link provides all pretests and posttests associated with the course and provides educators guidance on how to evaluate student understanding, identify learning gaps, and inform instructional decisions. By clearly communicating the purpose of the assessments and how educators should interpret the results, the course ensures that assessment data support effective monitoring of student progress and achievement.

Under “My Course,” users can access reports at both the course and lesson levels. The “Pre & Post Tests” report organizes data by academic standard. For each standard, the report displays the student’s pretest score, posttest score, and the growth percentage achieved between the two assessments. This reporting structure provides educators with clear, actionable data to measure student progress, evaluate mastery of specific standards, identify areas of improvement, and monitor achievement over time. The inclusion of growth data alongside assessment scores offers meaningful guidance for interpreting student performance and demonstrates effective, ongoing monitoring of student learning outcomes.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

The “Progress Snapshot” in the Educator Resource Guide supports data-driven instructional decision making and helps educators identify student learning trends. The guide states, “The Progress Snapshot provides a visual representation of student performance aligned to TEKS.” The “Progress Snapshot” presents performance data in an easy-to-interpret visual format, displaying overall lesson completion, grades earned, and any outstanding tasks or activities that remain incomplete. By reviewing this information, educators can quickly identify areas where students demonstrate mastery and identify areas where they require additional support or intervention.

Under “My Course,” educators can access reports at both the course and lesson levels. Users can generate a detailed performance report that provides actionable insights into student progress. The report categorizes student performance using status indicators such as “On Task,” “Approaching,” and “Needs Attention,” enabling educators to quickly identify students who may require additional support or intervention. For each student, the report displays key performance metrics, including the student’s name, percentage of lesson completion (e.g., four of 19 lessons completed), and assessment average (e.g., 93 percent). This comprehensive reporting tool allows educators to monitor individual and classwide performance trends, track engagement and completion rates, and identify patterns in student achievement. By providing clear, real-time data on both assessment outcomes and task completion, the “Progress Snapshot” supports data-driven instructional decision making and helps educators select appropriate activities, interventions, and instructional strategies to address student needs and promote academic success.

Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.

The materials include tools for both educators and students to monitor progress and growth throughout the course. Performance data and scoring information are available at the unit level in the reports. The “Student Grade Report” provides detailed performance data, including percentages earned on individual activities, assessments, and tests. Educators can use this report to track student achievement, identify areas of strength and need, and monitor growth over time. Students can also access these reports to review their own performance, track progress toward mastery, and set goals for improvement.

The course materials provide educators and students with tools and guidance for analyzing performance data and responding with appropriate instructional tasks and activities. Educators can access the “Progress Snapshot” in the Educator Resource Guide, while students can view their “Student Grade Report.” These resources support data-driven instructional decision making and help educators identify student learning trends over time. The “Student Grade Report” provides detailed performance data, including percentages earned on individual activities, assessments, and tests. By reviewing this information, educators and students can quickly identify areas of mastery as well as areas requiring additional support or intervention.

Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency in content and technical skills in the course TEKS.

The materials include clear educator guidance for differentiated instruction, including supports for students who have not yet reached proficiency in the course TEKS. The lesson plans provide instructional strategies for differentiation through modifications, accommodations, and extension activities designed to support diverse learner needs and promote mastery of both content and technical skills. For example, accommodations may include providing students additional time to complete tasks or allowing them to work with a partner. These scaffolds help ensure students receive appropriate support while progressing toward proficiency in each lesson.

Lesson plans provide clear differentiation strategies through modifications, accommodations, and extension activities designed to support varied learner needs. For example, the materials state,, “Modifications: Provide students with a list of STEM careers for them to choose from.” These instructional supports help educators scaffold learning, reinforce skill development, and ensure students are able to progress toward proficiency in both content and technical skills for each lesson.

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic, professional, and technical language).

The materials include pre-teaching and embedded supports for unfamiliar vocabulary and academic language. Within each lesson, educators can access the lesson plan, which includes a vocabulary handout that supports the pre-teaching of academic, professional, and technical vocabulary used throughout the lesson. This handout provides a list of key terms to help students build understanding before and during instruction. In addition, the “Key Concepts” section supports comprehension by outlining the main ideas of the lesson and guiding students in note taking and contextual understanding of new content. While the materials do not identify explicit support for figurative language and idioms, the existing vocabulary and “Key Concepts” resources help students develop a deeper understanding of unfamiliar terms and concepts within the lesson context.

The “ELPS Guide” provides pre-teaching and embedded supports for unfamiliar vocabulary and academic language found within the course. The guide also provides explicit instructional strategies to support vocabulary development and comprehension of academic, professional, and technical language. For example, the guide states that “simple strategies, such as using visuals, modeling key vocabulary, providing sentence frames, and creating structured opportunities for students to discuss and write about what they are learning, make a significant difference.” These supports help students access and understand unfamiliar language and concepts while engaging with course content. Through these embedded strategies, the materials support ongoing vocabulary development and comprehension of complex language within instructional texts.

Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in content and technical skills in the course TEKS.

The materials include educator guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in the course TEKS. Each lesson plan provides structured instructional support for differentiation, including modifications, accommodations, enrichment, and extension opportunities to meet a range of learner needs. These extension activities deepen understanding and challenge students who have mastered the content and technical skills. For example, “an extension activity may ask students to create a job posting for a specific career within scientific research. The job posting must include a job title, required degree or certifications, salary information, and job duties.” These enrichment tasks extend learning beyond proficiency by promoting application, analysis, and real-world connections to the course TEKS.

The Educator Resource Guide provides a framework for developing extensions in iCEV. The “Accommodations, Modifications, and Extensions” section guides instructors in providing differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency. Every lesson plan provides practical implementation supports that include clearly defined accommodations, modifications, and extensions.

Evaluation for 3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

Every lesson plan includes some guidance for accommodations and modifications to support students receiving services through special education. For example, the materials state, “Accommodations: Allow students more time or provide them the option of making a single presentation slide about the career. Modifications: Provide students with a template of an infographic or trading card so they can easily input information.”

The materials include educator guidance for providing specially designed instruction (SDI) for students receiving special education supports and services. The Educator Resource Guide provides a framework for instructional planning and differentiation. Within this guide, educators can access clearly defined sections for “Accommodations, Modifications, and Extensions,” which support the delivery of tailored instruction based on individual student needs. These components guide educators in implementing differentiated instruction, enrichment, and extension activities to support varied levels of proficiency. Across lessons, this structure helps ensure that instructional adjustments are consistently available and can be applied to meet the needs of students receiving specialized supports, enabling access to the curriculum and promoting progress toward mastery of the course TEKS.

Evaluation for 3.2a
Materials include (explicit) direct prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.

The materials include explicit direct prompts and educator guidance to support modeling and explanation of the course concepts. The lesson plans provide structured instructional supports, including guiding questions and prompts that assist educators in clearly introducing and modeling key concepts for students. For example, the “Essential Questions” section includes prompts such as, “What are STEM careers?” and “How are science, technology, engineering, and mathematics related?” These questions help educators frame instruction, facilitate discussion, and support student understanding of the central concepts of the lesson.

The “Instructional Delivery by Unit” section of the Course Implementation Guide provides overviews of the units and ties all of the lesson plan materials together to show how lessons can be used in a cohesive order. There are prompts found in the “Essential Questions” section of the lesson overview to support the educator in modeling and explaining the concepts.

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

The materials include educator guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches. The lesson plans provide structured instructional supports that help educators implement varied teaching strategies to engage students and support understanding. These approaches include bell ringers, vocabulary handouts, key concepts activities, STEM career exploration tasks, Checks for Understanding, scavenger hunts, and exit tickets. Together, these instructional components guide educators in delivering lessons using multiple formats and strategies, promoting student engagement, reinforcing key concepts, and supporting comprehension throughout the learning process.

The “Instructional Delivery by Unit” section provides overviews of the units and ties all of the lesson plan materials together, showing how lessons can be utilized in a cohesive order. The step-by-step instructions in the lesson overviews demonstrate a variety of practices that support growth as an individual, small group, and whole group by using tools such as bell ringer, key concepts, Checks for Understanding, practice activity sets, and exit tickets.

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The lesson plans incorporate a balance of guided, independent, and collaborative practice, along with suggested instructional structures such as whole-group, small-group, and individual learning opportunities. These structures help educators intentionally sequence instruction and provide students with varied ways to engage with content. For example, the bell ringer activity can be used for individual thinking followed by group discussion; the “Key Concepts” section supports guided practice; Checks for Understanding allow for independent assessment of learning; and research tasks promote collaborative learning. Together, these components ensure students receive multiple opportunities to practice and apply skills in different instructional settings to strengthen understanding and mastery.

The “Instructional Delivery” section provides an overview of each unit and explains the sequence of lesson components. This section helps educators understand how to effectively implement lessons in a structured order while supporting varied instructional approaches. The lesson overviews incorporate multiple types of practice, including guided, independent, and collaborative learning, as well as recommended structures such as whole-group, small-group, and individual instruction. For example, instructional routines include bell ringers, key concepts, Checks for Understanding, practice activity sets, and exit tickets. These components work together to provide students with repeated opportunities to engage with content, practice skills, and demonstrate understanding in a variety of learning formats.

Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic, professional, and technical language.

The materials include educator guidance for providing linguistic accommodations aligned with the ELPS to support students at varying levels of language proficiency. The lesson plan for each lesson includes built-in language accessibility tools, such as a dropdown language selection feature located under the prompt “Highlight any text to hear text-to-voice speech.” This feature allows students to translate lesson content into their preferred language. This support helps ensure access to grade-level content while students develop English proficiency. These linguistic accommodations support engagement with increasingly complex academic, professional, and technical language by allowing students to access content in their native language while gradually building comprehension and vocabulary in English. The course supports students as they transition toward greater use and understanding of discipline-specific academic language in alignment with ELPS expectations.

The ELPS resource in the Course Management Menu provides instructional guidance to support English learners at varying levels of language proficiency while engaging with grade-level content. The resource emphasizes aligning classroom activities to the ELPS to ensure students continue developing academic, professional, and technical language skills in meaningful contexts. For example, the ELPS guidance states that by aligning activities to the ELPS, educators can ensure English learners continue to grow in language proficiency while engaging deeply with course content and preparing for success beyond the classroom. This supports intentional scaffolding that helps students progress toward more advanced use of academic language over time.

Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

The ELPS resource provides guidance to educators for effective usage of the materials in bilingual/ESL programs. For example, the materials state, “In Career and Technical Education (CTE), these standards naturally align with the work that educators already do. CTE classrooms are full of hands-on learning, collaboration, and real-world application, which are ideal settings for meaningful language practice. By intentionally incorporating the ELPS, educators can help students strengthen both their technical knowledge and their ability to understand and use language in authentic ways.”

The Educator Resource Guide provides evidence of implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs. Within the “Accessibility & Language Supports” section, the guide provides clear instructional direction and examples of tools designed to support English learners in bilingual/ESL settings. This section highlights resources such as videos with captions, translation features, vocabulary handouts, and scaffolded lesson materials that help educators differentiate instruction while maintaining academic rigor. These supports assist educators in effectively implementing instruction that aligns with bilingual/ESL program requirements while ensuring students have access to comprehensible input and appropriate scaffolding to support language development and content mastery.

Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic, professional, and technical vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The ELPS resource supports educators in aiding the development of vocabulary and comprehension through oral, written, speaking, and reading levels. Examples of oral, writing, speaking, and reading levels begin with, “In CTE classrooms, this means guiding students to listen for purpose, follow multi-step directions, and interpret technical vocabulary within authentic learning experiences.”

The ELPS resource also states the following example: “By connecting language acquisition to authentic technical tasks, the guide supports equitable access to content, strengthens academic communication skills, and prepares English learners for success in postsecondary education and the workforce.”

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Materials include guidance for teachers to provide explicit (direct) instruction on industry-specific knowledge and skills in alignment with the course TEKS.

The Educator Resource Guide provides explicit educator guidance on Industry-specific knowledge/skill aligned with the TEKS. An example from the guide is the statement, “Educators can use lesson videos and slide presentations to model processes step by step, such as solving a problem, analyzing a scenario or demonstrating a technical skill.”

The materials provide various opportunities for students to develop and refine industry-specific knowledge and skills. Guidance for educators is in the Educator Resource Guide. In the “Direct Instruction” section, educators can access strategies and resources that support skill development. For example, the guide explains that “direct instruction provides a structured and explicit approach to introducing new concepts and skills, ensuring clarity, establishing learning purpose, and building the conceptual framework necessary for independent mastery.” This approach helps students build the foundational knowledge and competencies needed for success in the industry.

Evaluation for 4.1b
Materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.

The “Experimental Design Case Study” activity requires students to analyze the design of five different proposed experiments and identify specific strengths and weaknesses in each one’s methodology, using terms such as randomization, control group, blinding, sampling, and selection bias. For each experiment, students must also propose a specific suggestion for improving the experimental design based on the flaws they identified.

This activity demonstrates higher-order thinking, analysis and application of industry-specific vocabulary. Students evaluate authentic research scenarios, diagnose specific methodological flaws using academic and technical vocabulary, and generate original recommendations for improvement. The materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.

Evaluation for 4.1c
Materials provide opportunities for students to develop and refine industry-specific knowledge and skills through activities and tasks that progressively increase in rigor and complexity across lessons and units within the course.

The “Guided Practice Supports” section of the Educator Resource Guide provides examples of opportunities to develop and refine industry-specific knowledge and skills with increasing rigor and complexity. “Guided practice is the phase of instruction in which students begin applying newly learned concepts with structured educator support,” which allows students to develop their knowledge and skills across lessons and units within the course.

The “Professional Technical Skills Snapshot” of the Course Implementation Guide states that “tracking professional and technical skill development demonstrates rigor and student progression and encourages mastery-based thinking.” The activities and projects also provide opportunities for students to develop and refine industry-specific knowledge and skills through activities and tasks that progressively increase in rigor and complexity across lessons and units within the course.

Evaluation for 4.1d
Materials include activities and tasks that require students to demonstrate understanding of industry-specific knowledge and skills in alignment with the course TEKS.

The Educator Resource Guide includes examples of opportunities for students to develop and refine industry-specific knowledge and skills with increasing rigor and complexity, particularly in the progression of instructional strategies that move students toward independent application of learning. One example appears following the statement, “Students apply knowledge and skills without structured support, confirming readiness for summative evaluation and real-world application.” This guidance demonstrates how the course scaffolds learning experiences, gradually increasing expectations and promoting mastery of industry-relevant concepts and skills through authentic and independent performance.

The “Professional & Technical Skills Snapshot” section outlines how students should demonstrate industry-specific knowledge and skills in alignment with the TEKS. The guide provides clear expectations for skill development and performance indicators that support student growth throughout the course. For example, it states, “Tracking professional and technical skill development demonstrates rigor and student progression and encourages mastery-based thinking.” This resource helps educators monitor student progress and ensure a structured development and assessment of industry-relevant competencies.

Evaluation for 4.2a
Materials explicitly connect new knowledge and skills to prior learning across lessons and units within the course and across courses as applicable.

The “Skill Development and Demonstration” section of the Course Implementation Guide explicitly connects new knowledge and skills to prior learning through a structured progression of skill development. This section explains that each lesson is “intentionally designed to build upon previously taught concepts and skills while introducing new content and applications.” The progression ensures that students continually reinforce and extend their learning, creating clear connections between prior and current instruction.

The “Course Design Snapshot” of the Course Implementation Guide provides an overview of how skills and knowledge develop across units. For example, the guide states, “As students progress into the middle units, they start applying, designing, conducting, and developing deliverables.” This progression demonstrates how students build upon foundational concepts and skills introduced in earlier units and then extend their learning through increasingly complex applications and authentic tasks. By intentionally sequencing instruction in this manner, the materials support the continuous development of knowledge and skills across lessons and units, ensuring that prior learning experiences provide the foundation for new learning.

Evaluation for 4.2b
Materials are aligned with and provide relevant cross-curricular connections that support transferable academic knowledge and skills in literacy, math, social studies, and science.

The Course Implementation Guide explains that the course “includes cross-curricular connections that highlight how academic skills such as literacy, mathematics, and scientific reasoning are applied within authentic, real-world contexts.” These connections help students apply academic concepts and practices beyond a single content area, reinforcing transferable skills that are essential for success in college, careers, and everyday problem solving. By integrating literacy, mathematics, science, and other relevant disciplines into course activities and projects, the materials promote deeper understanding and real-world application of learning.

The “Cross-Curricular Snapshot” guide provides clear and relevant cross-curricular connections that support the development of transferable academic knowledge and skills. The guide states, “ELA, Math, and Science are integrated throughout the lessons in Scientific Research & Design. ELA concepts progress from academic vocabulary to procedural writing, evidence-based claims, and formal presentations.” This evidence demonstrates the intentional development and application of literacy skills within authentic scientific contexts. Additionally, the integration of mathematics and science concepts supports students’ ability to analyze data, solve problems, and apply scientific reasoning. These purposeful cross-curricular connections help students transfer and apply academic skills across disciplines while engaging in meaningful, real-world learning experiences.

Evaluation for 4.2c
Materials integrate academic, technical, and employability knowledge and skills in the context of the course and in alignment to the course TEKS.

The “Professional & Technical Skills Snapshot” explains that “snapshots below identify how skills are intentionally embedded, developed, and reinforced throughout the course.” The snapshot demonstrates how the course instruction integrates academic content knowledge, technical competencies, and professional skills rather than teaching them in isolation.

By providing multiple opportunities for students to practice and apply these interconnected skills across lessons and units, the materials support skill development, reinforcement, and mastery. This intentional integration ensures that students develop the knowledge and abilities necessary for success in both academic and career-focused settings while meeting the expectations of the course TEKS.

Evaluation for 5.1a
Materials provide opportunities for students to investigate career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS.

The materials provide opportunities for students to investigate career clusters and programs of study that align with the course TEKS and the expectations of CTE. The “Course Purpose & Rationale” states, “This course intentionally blends high-level scientific inquiry with Career Technical Education (CTE) and employability skills.” This emphasis connects course content to relevant career pathways and helps students understand how scientific research and design skills apply to professional settings. By integrating CTE and employability skills throughout the course, the materials encourage students to explore career opportunities, investigate related programs of study, and recognize the connections between classroom learning and future education and career goals.

The materials provide opportunities for students to investigate career clusters and programs of study that align with the course TEKS and are relevant to future education and workforce pathways. The “Cross-Curricular Snapshot” section states, “Students develop transferable skills aligned to college readiness, workforce expectations, and STEM career pathways by consistently applying ELA and Math within authentic scientific contexts.” This demonstrates how the course connects academic learning to STEM-related careers and postsecondary opportunities. By engaging students in authentic scientific tasks that incorporate literacy and mathematics skills, the materials help students explore workforce expectations, understand the relevance of STEM career pathways, and recognize how the knowledge and skills developed in the course support future educational and career goals.

Evaluation for 5.1b
Materials provide opportunities for students to analyze relevant regional or statewide Labor Market Information (LMI) or emerging market workforce data to support data-driven investigations of careers.

The “Career Research” section of the Course Implementation Guide describes a project in which students select a career and report projected job growth/demand and average salary, drawing on external sources, and identify two similar alternative careers for comparison.

However, the project instructions themselves do not include or provide access to actual regional or statewide LMI or emerging market workforce data. Instead, they direct students to seek out generic figures rather than grounding students in real LMI data sources. Because the required LMI data itself is not present in or accessible through the materials, this indicator does not meet the requirement for data-driven investigation of careers using LMI, and the previously identified gap remains.

Evaluation for 5.1c
Materials include career investigation activities and tasks designed to support development of individual career goals (e.g., career interest inventories, career goals, post-secondary education requirements, post-secondary career plans).

The materials include career investigation activities and tasks that support students in exploring careers and developing awareness of future career goals. The “Career Connections” activities connect course concepts and skills to real-world careers and professional pathways. For example, the “Career Connections: Career Interview” activity provides students with an opportunity to participate in a mock interview experience. During this activity, students explore career-related expectations, workplace communication skills, and professional qualifications associated with a specific career field. By engaging in authentic career exploration tasks, students gain insight into career opportunities, required skills, and potential educational and career pathways, supporting the development of informed postsecondary and career goals.

The materials include career investigation activities and tasks designed to support students’ exploration of career interests and the development of individual career goals. For example, in the “Career Connections: Career Interview” activity, students investigate a career field by exploring job responsibilities, required skills, educational pathways, and workplace expectations. Through this activity, students gain firsthand insight into potential career options and the qualifications needed to pursue them. By connecting course content to real-world professions, the materials encourage students to reflect on their interests, consider postsecondary education and training requirements, and make informed decisions about future career pathways.

Evaluation for 5.2a
Materials include guidance for teachers to provide explicit (direct) instruction on professional standards and employability skills relevant to career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

The lesson plan for the “STEM Careers” lesson provides educator-directed instructional guidance and learning activities that focus on workplace expectations, professional behaviors, career readiness, and employability skills within STEM-related career pathways. Through structured instruction and career-focused learning experiences, the lesson introduces students to the professional standards, communication skills, and workplace competencies necessary for success in postsecondary education and future careers. This explicit guidance supports the intentional development of employability skills within the context of the course content.

The “Direct Instruction” section states, “This approach ensures clarity, establishes learning purpose, and builds the conceptual framework necessary for independent mastery.” This guidance supports educators in delivering structured instruction that introduces and develops the professional behaviors, workplace competencies, and employability skills embedded throughout the course. By providing a clear instructional framework, the materials help ensure that students receive explicit instruction and opportunities to develop the skills necessary for success in both postsecondary education and career settings.

Evaluation for 5.2b
Materials provide opportunities for students to engage in career development activities and tasks (e.g., mock interviews, resume writing, portfolio development) as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

The “Professional & Technical Skills Snapshot” identifies the professional and technical skills intentionally embedded throughout the course. The guide explains the development and reinforcement of these skills through authentic learning experiences that require students to practice communication, collaboration, critical thinking, professionalism, and problem solving. These career-focused activities provide students with opportunities to develop workplace readiness skills and apply them in contexts that mirror real-world expectations, supporting preparation for postsecondary education and future careers.

The “Instructional Delivery by Unit” section provides a detailed overview of unit- and lesson-level instruction, including structured pacing, learning activities, and skill development opportunities. The instructional sequence demonstrates how students engage in career-related tasks that develop professional communication, collaboration, problem solving, critical thinking, and other employability skills within authentic course contexts. Additionally, the alignment of lessons and activities to the TEKS and embedded professional skill expectations ensures the intentional integration of career development opportunities throughout the course and support students’ readiness for postsecondary education and future careers.

Evaluation for 5.2c
Materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities.

The materials include opportunities for students to engage with academic, professional, and technical vocabulary during career development activities. The “Vocabulary—Scientific Method Test Design” activity requires students to identify and match industry-specific terminology with corresponding definitions. This activity supports vocabulary recognition, reinforces technical language relevant to the course content, and primarily focuses on recall rather than application. The materials primarily focus on emphasizing vocabulary development, and activities provide exposure to academic and technical vocabulary.

In the “Lesson-Level Resources” section, there are opportunities for students to learn and practice content-specific terminology relevant to the course and associated career pathways. The identified vocabulary activities primarily focus on matching terms with definitions, which supports vocabulary acquisition and recognition.

Evaluation for 6.1a
Materials include experiential learning through classroom experiences (e.g., labs, workplace simulations, project-based learning) and/or work-based learning (e.g., job shadowing, internships, practicums) to develop or reinforce the real-world application of technical and employability skills in the context of the course and aligned to the appropriate level on the work-based learning continuum.

The “Experiential Learning & Real-World Application” section of the Course Implementation Guide outlines classroom-based experiential learning opportunities, including authentic activities that promote career awareness and career exploration. The guidance in this section explains how students apply technical concepts and employability skills in real-world contexts, helping them understand the relevance of course content to future education and career pathways.

Materials consistently include experiential learning through classroom experiences, including labs, workplace simulations, and project-based learning. These experiences develop and reinforce the real-world application of technical and employability skills in the context of the course. These experiences align with the course TEKS and are appropriate for the level of the work-based learning continuum. The “Experiential Learning & Real-World Application” section provides implementation guidance. This section also explains how classroom-based experiential learning activities foster career awareness and career exploration while helping students apply technical concepts and employability skills in authentic, real-world contexts.

Evaluation for 6.1b
Materials provide opportunities for students to use relevant industry-specific materials (e.g., technical texts/manuals, equipment, technology, supplies) during experiential learning.

The “Experiential Learning & Real-World Application” section describes how students engage with authentic, industry-relevant resources, technology, and technical concepts through classroom-based experiential learning activities. The guidance explains how these experiences support career awareness and exploration while reinforcing the practical application of technical knowledge and employability skills in contexts relevant to future education and career pathways.

The guidance in the “Skill Development & Demonstration” section explains how students use industry-relevant materials, technology, and technical resources during experiential learning to develop and demonstrate course-specific knowledge and skills. The section also describes how these experiences support career awareness and career exploration while reinforcing the practical application of technical knowledge and employability skills in authentic contexts. Additionally, the guidance explains how these experiential learning opportunities align with the course TEKS and prepare students for future education and career pathways.

Evaluation for 6.1c
Materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities.

The materials consistently emphasize the use of academic, professional, and technical vocabulary throughout experiential learning opportunities. In the “Lesson Level Resources” section of the Educator Resource Guide, a visual representation identifies instructional supports that reinforce the development and application of academic, professional, and technical vocabulary during lesson activities. These resources integrate into experiential learning opportunities to strengthen students’ communication skills and support mastery of course-aligned concepts and the TEKS.

The “Experiential Learning & Real-World Application” section also includes guidance that explains how students should apply academic, technical, and professional vocabulary throughout lesson activities and authentic learning experiences. These opportunities reinforce discipline-specific communication skills while supporting the real-world application of technical knowledge and employability skills in alignment with the course TEKS.

Evaluation for 6.2a
Materials include opportunities for students to apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and develop and evaluate viable solutions as applicable to the level of the course and in alignment with the course TEKS.

The materials provide consistent opportunities for students to apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems while developing and evaluating viable solutions in alignment with the course TEKS. In the “Skill Development & Demonstration” section, the guidance following the statement, “The skills assessed throughout the course align with TEKS and industry expectations, requiring students to apply technical knowledge, follow established procedures, adhere to safety standards, and meet defined performance criteria,” demonstrates that students engage in authentic tasks that require the application of technical knowledge, problem solving, and evaluation of solutions that reflect industry expectations and real-world workplace practices.

The “Experiential Learning & Real-World Application” section explains how students engage in authentic learning experiences that require them to apply academic and technical knowledge and skills to real-world, industry-specific problems. These experiences provide opportunities for students to develop, test, and evaluate viable solutions through tasks that reflect workplace expectations. The guide also demonstrates that these experiential learning opportunities align with the course TEKS and are appropriate for the level of the course.

Evaluation for 6.2b
Materials include opportunities for students to conduct industry-related data analysis to evaluate information, identify trends, and justify decisions using quantitative and qualitative reasoning as applicable to the level of the course and in alignment with the course TEKS.

The materials provide opportunities for students to conduct industry-related data analysis to evaluate information, identify trends, and justify decisions using both quantitative and qualitative reasoning in alignment with the course TEKS. The “Career Exploration & Pathways” section describes learning experiences in which students analyze industry-related information, interpret workforce and career data, identify relevant trends, and use evidence to support informed decisions. These activities reinforce authentic industry practices while supporting the development of analytical and decision-making skills appropriate to the level of the course and aligned with the course TEKS.

In the “Experiential Learning & Real-World Application” section, the guidance describes opportunities for students to conduct industry-related data analysis as part of authentic learning experiences. Students evaluate industry-relevant information, identify patterns and trends, and justify decisions using quantitative and qualitative reasoning. These experiential learning opportunities reflect real-world industry practices, are appropriate for the level of the course, and align with the course TEKS.

Evaluation for 6.2c
Materials include opportunities for students to engage in inquiry-based learning (e.g., formulating industry-specific questions, conducting research using industry-specific sources) as applicable to the level of the course and in alignment with the course TEKS.

The materials provide opportunities for students to engage in inquiry-based learning that is appropriate to the level of the course and aligned with the course TEKS. In the “Career Exploration & Pathways” section, the guidance following the statement, “Throughout the Scientific Research & Design course, students are exposed to career opportunities related to the knowledge and skills specific to each lesson,” describes learning experiences that encourage students to formulate industry-specific questions, conduct research using industry-relevant sources, and investigate career pathways connected to course content. These inquiry-based activities promote critical thinking, research skills, and informed exploration of authentic industry practices while supporting the course TEKS.

The “Experiential Learning & Real-World Application” section describes opportunities for students to engage in inquiry-based learning through authentic, industry-relevant experiences. Students formulate industry-specific questions, conduct research using industry-specific sources, and investigate real-world problems related to the course content. These inquiry-based learning opportunities are appropriate for the level of the course, support the development of research and critical thinking skills, and align with the course TEKS.