The instructional materials reviewed for Grade 7 do not meet the expectations for spending the majority of class time on the major cluster of each grade. Fifty-eight percent (58%) of the days in the program are spent on the major work of Grade 7, which is less than the CCSSM publisher guidelines for the time spent on the major work of the grade.

• 58% of the time is spent on the major work.
• 87 days of the 150 days in the program address the major work.
• 63 of the 150 lessons are spent on supporting or additional work of the grade level.
• Only 7 out of 12 units listed below are designated as major work:
  • Unit 1: 7.RP.A, major
  • Unit 2: 7.EE.B, major
  • Unit 3: 7.NS.A, major and 7.EE.A, major
  • Unit 4: 7.NS.A, major and 7.EE.A, major
  • Unit 5: 7.SP.C, supporting
  • Unit 6: 7.SP.A, supporting and 7.SP.B, additional
  • Unit 7: 7.EE.B, major
  • Unit 8: 7.EE.B, major
  • Unit 9: 7.EE.B, major
  • Unit 10: 7.G.A, additional
  • Unit 11: 7.G.B, additional
  • Unit 12: 7.G.B  Additional.

The instructional materials reviewed for Grade 7 do not meet the expectations for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades. Overall, the amount of content that is designated for this grade level is not viable for one school year.

• The provided material would be able to be completed in one school calendar year. However, additional materials are not provided for extra practice if needed.
• The suggested time for Grade 7 is 150 days. This includes instruction, quizzes, tests and performance tasks. That would leave approximately 30 days of instruction unaccounted for in the instructional program.
• There is no additional material on the site for practice. Therefore, a teacher would need to find supplemental materials to re-teach or practice a particular skill.

The instructional materials reviewed for Grade 7 do not meet the expectations for the material to be consistent with the progressions in the standards. Materials do not consistently relate grade level concepts explicitly to prior knowledge from earlier grades. Connections to content that will be addressed in future grades are not made. Overall, the instructional materials develop, but do not clearly identify the progressions from prior grades in the standards.

• Materials do develop according to the grade-by-grade progressions. However, content from prior and future grades is not clearly identified.
• Looking at the closed caption dialogue for the instruction and summary videos, there is no mention of grade level anywhere.
• There is no reference that the learning goal for the lesson is connected to any other lesson.

The instructional materials reviewed for Grade 7 do not meet the expectation of giving all students extensive work with grade-level problems. Overall, the materials do not consistently give students of varying abilities extensive work with grade-level problems.

• The lessons do not differentiate for lower or advanced learners.
• There is one lesson per learning goal and one assignment for each lesson.
• There are no resources for re-teaching or additional practice for any of the skills.

The instructional materials reviewed for Grade 7 do not meet the expectation of relating grade level concepts explicitly to prior knowledge from earlier grades. Materials do not relate grade level concepts explicitly to prior knowledge from earlier grades.

• Materials do not relate new content to previously taught content.
• Closed caption dialogue does not make references or connections for the teacher or for the student.
• Each of the lessons states the learning goal and then continues with instruction for that particular learning goal, without making connections between the lessons within each unit.