7th Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Does Not Meet Expectations | 35% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 0 / 4 |
Criterion 1.3: Coherence | 3 / 8 |
The instructional materials reviewed for Grade 7 do not meet the expectation for alignment to the CCSSM. The materials spend 58% of the suggested lessons on the major work of the grade. Only one of the two supporting clusters supports the major work of the grade. The materials do not give students of varying abilities extensive work with grade-level problems. While each standard is linked to one or more lessons within one unit, it is not done so across or within units. Although the concepts are identified, materials rarely relate grade level concepts explicitly to prior knowledge from earlier grades. Overall, the instructional materials reviewed do not meet the expectations for alignment to the CCSSM.
Criterion 1.1: Focus
The instructional materials for Grade 7 do not assess any topic above grade level. Unit test questions assess only Grade 7 content. Likewise, the performance assessments only assess Grade 7 content. Overall, instructional materials meet the expectations for focus within assessment.
Indicator 1a
The instructional materials reviewed for Grade 7 meet the expectations for assessing the grade-level content. There is no content from future grades assessed.
- This instructional material focuses exclusively on Grade 7 standards.
- Every Grade 7 standard appears in at least one lesson.
- All unit assessments and performance tasks address the content expectations for Grade 7.
- There are four performance tasks that assess major or additional Grade 7 clusters
- Technology Trends, 7.EE.B, major
- Track and Field 7.NS.A, major
- Trendy Teens 7.EE.B, major
- Vacation Adventures 7.G.A, additional
Criterion 1.2: Coherence
Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
The instructional materials reviewed for Grade 7 are not developed so that students and teachers using the materials as designed devote the large majority of class time to the major work of the grade. For example, 58% of the days are suggested for major work of the grade. Seven of the 12 units are designated as major work of the grade. Overall, the instructional materials do not meet the criteria for the time devoted to the major work of the grade.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
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.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials reviewed for Grade 7 do not meet the expectations for coherence and consistency with the CCSSM. Five of the 12 units and the respective days allocated in the timeline do not align to the major work of this grade. Content from prior grades is not identified or related to grade-level work. Throughout, the lessons do not differentiate for lower ability or advanced learners. Overall, the Grade 7 material falls short of addressing key aspects of coherence and consistency with the standards.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials reviewed for Grade 7 partially meet the expectations for the supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade. Only one of the two of supporting clusters promotes the major work of Grade 7. Although there is supporting content that enhances focus and coherence, a major part of the supporting content and the respective days allocated in the timeline, do not align to the major work of this grade level.
- Only one of the two of supporting clusters supports the major work of Grade 7.
- Unit 5 addresses the supporting cluster 7.SP.C. It supports the major cluster 7.NS by working with rational numbers specifically by writing probability as fractions, decimals and percents. It also refers to ratios when discussing geometric probability.
- Unit 6 does not support a major cluster.
Indicator 1d
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
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.
Indicator 1e
Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
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.
Indicator 1f
Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
The instructional materials reviewed for Grade 7 meet the expectations for fostering coherence through connections at a single grade where appropriate and required by the standards. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.
- Unit 1 includes 7.RP.A and analyzes proportional relationships and unit 2 uses proportional relationships in real-world application.
- Unit 3 has learning goals for applications and extending operations with integers and unit 4 extends and applies applications with rational numbers.
- Units 7 and 8 have learning goals for 7.EE.A and 7.EE.B, using expressions and equations in real-world situations.
The instructional materials include problems and activities that serve to connect two or more clusters in a domain. They include problems and activities that connect two or more domains in a grade. Overall the materials foster coherence through connections at the Grade 7.
- The clusters and domains of 7.NS.A and 7.EE.B are connected.
- The work with expressions and equations uses rational numbers.
- These connections are evident in units 7 and 8.