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PROFESSIONAL INDEXES
SPIRITUAL INDICATORS
SURVEYS AND INTERVIEWS
STUDENT ACHIEVEMENT
DEMOGRAPHICS
SCHOOL PROFILE OVERVIEW
MISSION, BELIEFS, AND VISION
INTRODUCTION
SCHOOL FEATURES
STRATEGIC ACTION PLAN
TAB
LE O
F C
ON
TEN
TS
FRANKL IN ROAD CHRIST IAN SCHOOL
FIVE-YEAR SCHOOL IMPROVEMENT PLAN
M u r f r e e s b o r o , T N
2 0 1 6 - 2 0 2 1
Submitted October, 2016
KENTON KRAMER | CHAIR School Improvement Committee
Franklin Road Christian School is designed to assist the Christian home in the responsibility of
training the child in a Christ-centered philosophy of life.
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ADMINISTRATION AND FACULTY
Admin i s t r a t i on
Dr. Mike Norris, Pastor and President Kenton Kramer, Administrator
Facu l t y and S ta f f
Office StaffStephanie Anderson
Pansy Olsen Kayla Shuler
Rhesa Trenholm
PreschoolPansy Olsen, Director
Rebecca Johnson Racheal Fuqua
Trina Lyles Amanda Gleyze
Lisa Lozano Rebecca Price
ElementaryMaria Stidham Sherri Stiles
Jennifer Snyder Nicole Choquette
Jacki Johnson Deborra Robinson
Jessica Harris Davina King
Kimberly Waggoner Michele Dumpert Lizzy Gildemeister
Jaylyle Harris Amy Mendenhall
SecondaryJanay Herting Jimmy Olsen
Justin Pearson Michelle Cox
Dave Stanczak Sally Jo Turner
Josh Mendenhall Amy Bancroft Nate Bancroft Robert Lyles Pansy Olsen
Kenton Kramer
Teacher’s AideRuth Browning
Jodie Olsen Erica Bohman
Marlene McCoy Custodian
Chris Browning Andrew Byrd
Cafeteria StaffKelli Byrd
Karen Norman Chelsey McPike Marlene McCoy
Schoo l Boa rd
Dr. Mike Norris, President Nevin Wax, Chair
Brad Beard Al Byers
John Fuller J.P. Hamilton
Dane Lowhorn Steve Nix
David Swindler Eddie Weaver
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L I N E O F A U T H O R I T YF R A N K L I N R O A D C H R I S T I A N S C H O O L
PASTOR
S C H O O L B O A R D
A D M I N I S T R AT O R
Facu l t ySuppor t S ta f f O f f i ce
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Pursuing Excellence defines school improvement as an ongoing process with a continuous five-year plan. Franklin Road Christian School's School Improvement Committee supervised all phases of the improvement process. Faculty and committee relationships are briefly stated, as well as the function of sub-committees.
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PURSUING EXCELLENCEThe five-year School Improvement Plan is an educational-improvement map that plots the direction Franklin Road Christian School will travel from July 2016 to June 2021 in the pursuit of excellence. The School Improvement Committee is comprised of eight members. These members were appointed by Kenton Kramer, Administrator of Franklin Road Christian School.
The church and school leadership invest much time and effort to ensure that the school’s goals are a reflection of the mission statement, and that those goals are being achieved. The administrator meets periodically with the pastor to report on the work of the committee and subcommittees. The committee’s guiding goals are as follows:
1. Profile the school by gathering data in the following six major areas: a. Demographics b. Student achievement c. Student, parent, and teacher surveys d. Spiritual indicators e. Professional indexes f. School features
2. Involve the faculty in the school improvement process 3. Investigate data-based research materials that have been written on school
improvement 4. Identify the school’s strengths and weaknesses by analyzing the profiling data 5. Focus on maintaining the school’s strengths 6. Develop a strategic plan to address specific areas of concern 7. Write a five-year School Improvement Plan 8. Help the school maintain a spirit of academic and spiritual excellence into the next
decade and beyond 9. Ensure that the school improvement process complements the school’s mission and
vision
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A VISION for Franklin Road Christian School The mission of Franklin Road Christian School is to assist the Christian home in the responsibility of training children in a Christ-centered philosophy of life. The purpose of Franklin Road Christian School is to graduate young men and women who are academically sound, patriotic, socially refined, and biblically knowledgeable, so that they will live their lives based on biblical principles and discover and do God’s will for their lives. As we consider the influence of Franklin Road Christian School, we must also consider the number of lives directly influenced by the ministry of Franklin Road Baptist Church. You will often hear people say that Franklin Road Christian School is one of the best-kept secrets in Middle Tennessee. Even so, many parents are still choosing to send their children to public school. The public school of fifteen to twenty-five years ago is not the same school of today. Christian education began in the 1970s as a direct result of the reality of public schools. If it was not a wise decision to attend public school in the 70s, what makes it acceptable today in 2016? God’s desire for young people is that they would cultivate a heart for Him and develop the mind of Christ. Franklin Road Christian School plays a tremendous role in this development, as our preacher and teachers team with parents to encourage young hearts for God, as well as provide biblical teaching for the home. Public education runs in direct opposition to these values. But Franklin Road Christian School seeks to nurture hearts for God which will in return lay a solid, Christ-centered academic foundation in children’s lives. There is no way to put a price tag on a child’s heart and mind. There is no way to calculate in dollars and cents the value of a young person who is doing the will of God from the heart. There is no limit to what each member of Franklin Road Baptist Church would give for his child to be protected from the risks of Humanism and sinful indoctrination, and instead learn the priceless principles of God’s Word while being academically challenged. May we always consider what impact Franklin Road Christian School could have in the lives of our children. Why not give our children an education that directs their hearts in the ways of the Lord and saturates their minds with the truths of God’s Word? Truly, Christian education doesn’t cost; it pays. It is an investment in eternity.
Kenton KramerAdministrator Chair of the School Improvement Committee
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HISTORICAL BACKGROUND Franklin Road Baptist Church was founded in August of 1954 under the leadership of Kenneth Chapman and a small group of extraordinarily devoted and dedicated Christians. The church first met in the old, abandoned Kingwood Schoolhouse and later in the original farmhouse on the Bill Rice Ranch.
After Reverend Chapman answered the call to the mission field, the church was blessed with the leadership and guidance of several distinguished and highly committed pastors, including Bro. Milton Carr (1956-1957), Bro. Randall Douglas (1957-1958), Bro. James Hoshinson (1958-1960), Bro. Marvin Murphy (1960-1962), Bro. Richard Heatherly (1962-1964), and Bro. Alford Thorton (1964-1966).
After Bro. Alford Thorton left, Bro. Milton Ker was called. Under his ministry, the church constructed a new building that seated four hundred people. Bro. Bob Kelley served as pastor from February 1969 to August 1973. Under his exceptional guidance, the church continued to grow; a larger baptistry and Sunday school rooms were constructed. The church survived a destructive fire which burned the church auditorium, Sunday school classrooms, and nursery. Bro. C. D. Robinson served as pastor from December 1973 until October 1976. Under his ministry the school building was constructed, and in 1974 Franklin Road Christian School was established. The church survived another devastating fire which destroyed the church building. Church services were held in the school gymnasium until the current auditorium was built. Dr. Bob Kelley returned to serve as pastor from 1977 until July 1991. In September 1991, Dr. Tom Wallace became the pastor and served until January 2000. During this time, the educational building which housed the church offices, a fellowship hall, and numerous Sunday school classrooms was built. On January 1, 2000, Dr. Mike Norris became pastor. Under the leadership of Dr. Norris, the church grew rapidly.
Franklin Road Christian School began in the hearts and minds of Pastor Robinson and several church members who were convicted by Scripture that the church needed to provide an opportunity for church families to send their children to a school with a quality academic program and a strong emphasis on biblical training. This small group of people invested many hours in prayer and planning before the official announcement was made to the church. The school was founded in 1974 under the leadership of Pastor Robinson. Dr. Thomas Smith was the first principal and served until 1977. Other principals that have served are Mr. Benny Bagwell (1977-1982), Mr. Jerry Sumrall (1982-1983), Mr. Bruce Arnold (1983-January, 1985), Mr. Tim Stevens (January-August, 1985), Mr. Ron Carroll (1985-1994), Mr. Tim Stevens (1994-1998), Mr. David Hicks (1998-2000), Mr. Steve Adams (2000-2004), Mr. David Justice (2004-2010), Pastor Mike Norris (2011), and Mr. Kenton Kramer (2011 – Present).
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Under the leadership of Dr. Norris, numerous projects to the physical property were completed including a $4 million project which added a new two-story wing to the church that houses new high school facilities, a $75,000 remodeling of the existing school facility, and the purchase of over $1 million worth of property surrounding the church and school.
During the summer of 2011, the west wing of the elementary building was completely remodeled, adding three new preschool classrooms and a renovated elementary office. To the east wing, a fire-rated ceiling was added to allow interior classrooms to be utilized. For increased security, exterior and interior doors were updated.
The following year, a major library renovation project was completed and science classroom improvements were made. The keyless card system was installed to complete our security initiative. The modulars have been completely renovated to accommodate the growth of the school. A new computer lab and elementary playground were finished during the summer of 2014. During the summer of 2015, bathroom renovations were made in the elementary building. The school was also able to add three used 2003 International, air-conditioned buses for transportation of students for field trips and sporting events. During the summer of 2016, plans were made for an expansion to the elementary building. This plan would include twelve classrooms, science and band labs, new library, new elementary offices, and additional space for students for lunch.
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School Improvement Committee consists of seven members. Mr. Kenton Kramer, administrator, serves as the chair of the Committee. The Committee membership was appointed by Mr. Kramer. The duties and responsibilities of the Committee are listed in this section.
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SCHOOL IMPROVEMENT COMMITTEE
MEMBERS
Mr. Kenton Kramer, Chair Administrator
Mrs. Jaylyle Harris Upper Elementary Teacher
Miss Janay Herting Data Profiling, Teacher
Mr. Justin Pearson High School Teacher
Mrs. Jacki JohnsonLower Elementary Teacher
Mrs. Michelle CoxGraphic Designer/Editor
Mrs. Candy RussellData Profiling, Parent
Goal OneJaylyle Harris, Teacher Jimmy Olsen, Teacher
Kenton Kramer, Administrator
Goal TwoMr. Kenton Kramer, Administrator
Mrs. Amy Bancroft, Teacher Miss Lizzy Gildemeister, Teacher
Goal ThreeMichelle Cox, Teacher Jaylyle Harris, Teacher
Jacki Johnson, Teacher Deb Robinson, Teacher
STRATEGIC ACTION PLAN SUBCOMMITTEES
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DUTIES AND FUNCTION OF THE SCHOOL IMPROVEMENT COMMITTEE One person cannot assume the total responsibility for school improvement; the process involves too much time and work for one person. Even if time permitted, the single-mindedness or narrow-mindedness of one person would limit the process. As the Scripture states, “Without counsel purposes are disappointed: but in the multitude of counselors they are established” (Proverbs 15:22). School improvement is a team effort; therefore, the leadership of Franklin Road Christian School chose a committee approach to develop the school improvement plan.
Because of the time involved in the school improvement process, the president appointed four key people, primarily experienced educators, staff, and parents to assume the duties and responsibilities inherent to school improvement.
First, the membership’s duties and responsibilities were outlined and explained.
Second, the group was named the “School Improvement Committee” or “Committee.”
Third, the Committee used a school improvement model with five key components: (1) mission, (2) student expectations, (3) curriculum and pedagogy, (4) assessment, and (5) strategic plans. Profiling the school was an important prerequisite to this process.
Fourth, the administrator, Mr. Kenton Kramer, served as the chair. Mr. Kramer explained to the Committee that they served as a helpmeet to the school and to the administration, not as a policy-making body.
Fifth, the Committee’s overriding themes were the following: (1) improved student performance, (2) improved teacher effectiveness, and (3) improved organizational efficiency.
Sixth, the Committee members committed to the time and labor involved in school improvement and to attend and participate in meetings and select projects.
Seventh, the Committee appointed subcommittees to assist in specific areas of concern.
Eighth, the Committee understood the importance and value of accumulating data (profiling the school) in order to paint an accurate picture of Franklin Road Christian School.
Subcommittees were appointed to assist the Committee in select areas. The Committee assigned and defined the responsibilities of all subcommittees. The School Improvement Committee focused on what the school was doing within the framework of the school’s mission statement and the relationship of the mission statement to the paradigm components. This, of course, involved a constant comparison of “what we want to be” with “what we really are.”
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WHAT IS A SCHOOL IMPROVEMENT PLAN?
FRCS’s Improvement Plan is a document that...
Identifies the school’s mission and vision Focuses on improving student achievement
Cultivates teacher effectiveness Focuses on organizational development
Profiles the school States academic and spiritual beliefs
Identifies curriculum initiatives Profiles the school’s programs
Embodies the School Improvement Committee’s research Communicates data-based information
States assessment expectations Identifies strengths and weaknesses
Devises strategic action plans Guides the school to its goals
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P R O F E S S I O N A L I N D E X E S
S P I R I T U A L I N D I C AT O R S
S U R V E Y S A N D I N T E R V I E W S
S T U D E N T A C H I E V E M E N T
D E M O G R A P H I C S
S C H O O L P R O F I L E O V E R V I E W
MISSION, BELIEFS, AND VIS ION
INTRODUCTION
S C H O O L F E AT U R E S
S T R AT E G I C A C T I O N P L A N
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Franklin Road Christian School is driven by its mission statement as defined by the church and school leadership. The twelve shepherding principles expand the mission statement; these principles govern the school. The spiritual, academic, organizational, and social statements describe what Franklin Road Christian School believes, and the vision statements describe the elements of a quality Christian school—the school Franklin Road Christian School expects to become within the next five years.
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Jesus Christ is given preeminence in all school matters. School seeks to develop a Christian worldview for all students. School emphasizes Christian colleges and Christian careers. Teachers are qualified in the subjects they teach. Students are considered when decisions are made. School pursues academic and spiritual improvements.
Teachers communicate and work with parents. Teachers are open to ideas that improve learning and teaching. All students can learn. Teachers focus on improved student performance. Bible is the most important course in the curriculum. Student learning expectations are in writing.
MISSION, BELIEFS, AND VISION The school is driven by its mission, which in turn influences its beliefs, expectations, and vision. The mission is the glue that holds everything together. “Where there is no vision, the people perish: but he that keepeth the law, happy is he” (Proverbs 29:18). The school’s beliefs and vision complement the mission statement, and the expectations define, in more specific terms, what the school community expects to accomplish. Franklin Road Christian School works with the home and church to prepare students for a future based on the school’s expectations and beliefs. The preparation process focuses primarily on the academic and spiritual domains of learning, although the social and physical domains are not neglected.
The Christian philosophy of education (including the mission, purpose statement, and school goals) is published in the Student Handbook, Faculty Manual, Administrative Manual, Academic Manual, and the Self-Study Guide. The Committee works in conjunction with church leadership, school leadership, classroom teachers, students, and parents to identify spiritual, academic, and non-academic beliefs and to determine if they are extensions of the mission and belief statements.
The components of Franklin Road Christian School work together to accomplish two major, encompassing goals:
1) To prepare students to serve Christ 2) To prepare students academically to live a beneficial and
productive life in society
Education is about teaching children. It is about learning. Franklin Road Christian School strives to develop each child’s potential in the two areas listed above—a responsibility that involves a cooperative effort between the home and the school. The Bible states, “Can two walk together, except they be agreed?” (Amos 3:3). The school and parents work closely together at Franklin Road Christian School.
“Franklin Road Christian School is designed to
assist the Christian home in the responsibility of training the child in a
Christ-centered philosophy of life.”
FRCS Mission Statement
S H E P H E R D I N G P R I N C I P L E S
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1. The Bible is the immutable, infallible, inerrant Word of God.
2. The Genesis account is the only accurate view of creation.
3. Man is totally depraved and can be saved only by the grace of God through Jesus Christ.
4. Jesus Christ is Deity, born of a virgin, who lived a sinless life, died and arose from the grave, and is living triumphantly at the right hand of God.
5. Jesus Christ established the church–a local, visible body of Christians–with full authority to carry on the work of evangelism, teaching, and edification.
6. The Bible is sufficient for life and godliness.
7. All students should have an understanding of salvation and have accepted Christ as their personal Savior.
8. Problems should be addressed biblically.
9. Children need to be reared in Christian homes by Christian parents who are faithful to the local New Testament Church.
10. Christ must be given preeminence in all things, including education.
11. Students should develop and live by a biblical worldview of life.
12. Franklin Road Christian School is a ministry of Franklin Road Baptist Church.
1. Staff development is critical to professional growth.
2. The administrative team must be effective leaders.
3. Qualified teachers are needed to achieve quality education. Teaching to objectives produces high achievement.
4. Students need the love and individual attention of their teachers regardless of social status, race, or intelligence.
5. The curriculum controls testing. 6. Core academic objectives will be
achieved by all students at all grade and subject levels.
7. Students must be challenged at their individual learning levels.
8. Good writing and speaking skills are essential communication tools.
9. Students need to learn and develop essential computer skills.
10. Students should demonstrate problem-solving and critical-thinking strategies.
11. All students can learn.
12. Excellence requires high expectations. 13. Adequate resources are needed to
operate an effective Christian school. 14. Organizational policies and procedures
must be established and communicated. 15. Students should demonstrate good study
skills. 16. Parents should take an active role in their
children’s education. 17. School improvement is driven by people
involvement. 18. Parent-school relationships are important. 19. Students should exhibit spiritual attitudes,
social skills, and physical fitness. 20. Students should exhibit knowledge of
patriotism and U.S. government. 21. Students must operate within the
confines of the school’s discipline system. 22. The school should produce student
leaders.
S P I R I T U A LWe believe…
ACADEMIC, ORGANIZATIONAL, SOCIAL We believe…
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VISION OF A QUALITY SCHOOL Quality Christian schools have a vision, and the vision includes parents and their children. The school plays an important role in a family’s life. The school and the church are the most important organizations in children’s lives outside the home. The mission of the school is to educate children within the framework of a biblical worldview. The school and Christian home share compatible educational and spiritual goals. Working together, both will do a better job.
Quality Christian schools teach the Bible. Of all the books printed, none is as important as the Holy Bible. Franklin Road Christian School teaches the truths of Scripture at all grade levels. Teachers are Christians, and they view life with a Christian perspective. Students are exposed to Bible stories, Bible verses, chapel, and godly teachers who model the Christian life. The Bible is the number one subject; it is the most talked about subject in school. It is unashamedly presented to students as the answer to life’s most often asked questions: “Who am I?” “Why am I here?" and “Where am I going?” The study of Scripture answers these questions and teaches children how to live a dedicated, meaningful Christian life.
Quality Christian schools see children as individuals, not as a group. Each child is born with God-given potential and is very special to God. The school is dedicated to developing this potential to its greatest possibilities from the first day a child enters Franklin Road Christian School. Children do not learn at the same rate; one common denominator exists for all children attending Franklin Road Christian School–they can learn and they will learn. The unique design of each child, regardless of ability, is respected by the school.
Quality Christian schools strive for excellence. Excellence is more than a word; it is a way of life for the teachers, the principal, and the school support staff. They want students to excel in their studies. Teachers expect students to learn, and the teachers take very seriously their responsibility to make learning happen. They challenge each child at his or her learning potential. The principal, too, is dedicated to providing a learning environment where each child is afforded the opportunity to achieve at his maximum potential.
“Where there is no vision, the people perish: but he that keepeth the law,
happy is he.” Proverbs 29:18
“For there is no respect of persons
with God.” Romans 2:11
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Quality Christian schools teach communication skills, study skills, thinking skills, people skills, and inquiry skills. Students need these skills to communicate effectively and intelligently. This is why these skills are emphasized in every grade by all the teachers. The school communicates the importance of these skills to the home. Deliberate efforts are made to solicit parents to interact with their children and to work with them in helping the school develop these skills. The application of these skills helps students grow in their faith, and it helps them to express their beliefs to others and to prepare them for a lifetime of learning.
Quality Christian schools concentrate on academic achievement. Students are challenged on three learning domains–cognitive, affective, and psychomotor. Thinking skills are emphasized, important facts and details are presented, and a broad area of knowledge is presented to all students. Parents send their children to school to learn; the school places a high priority on academic achievement, a goal desired by parents. The emphasis in the lower elementary grades is Bible, phonics, reading, communication, math, and reasoning skills. Content and Bible learning is expanded in the upper elementary school. Knowledge and learning areas are expanded in high school (e.g. Bible, writing, listening, reading, math computation, math reasoning, scientific inquiry, speaking, and listening). Specialized courses are provided for the gifted as well as for educationally deprived students. Math, science, language arts, social studies, and Bible—especially Bible—comprise the core curriculum. Courses such as music, art, speech, physical education, computers, etc. support the core curriculum.
Quality Christian schools produce a solid product and continuously look for ways to improve. The graduates reflect the quality attributes of the school in their lives, both in the spiritual and academic areas of life. Communication with
graduates provides a constant flow of opinions and ideas. School improvement provides an important avenue for the continued pursuit of quality. Surveys are used for feedback, and the administration remains open to new ideas and ways to produce a better product. With all the emphasis on academics, the school never loses its vision for a quality school that emphasizes and models the Christian life.
With these thoughts in mind, Franklin Road Christian School pledges to the parents, students, and teachers of our school the pursuit of these quality traits.
“And whatsoever ye do in word or deed, do all in the name of the
Lord Jesus, giving thanks to God and the
Father by him.” Coloss ians 3:17
“A wise man will hear, and will increase learning;
and a man of understanding shall attain
unto wise counsels.” Proverbs 1:5
“That in all things He might have the preeminence.”
Coloss ians 1:18
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OUR PHILOSOPHY Experience must deal with the ultimate values and beliefs of the culture in which it exists and the controlling body under which it operates. In light of this position, the following values and beliefs are set forth as the basis for building the educational program of Franklin Road Christian School.
THE PERSON OF GOD:God is the only Sovereign Creator of all things, and all things have been created for His pleasure (Revelation 4:11). Thus, He is the Great Designer. He is presented in the Bible as Master and Sovereign God (Philippians 2:10-11). Because He is the only Sovereign God, the highest purpose of humankind is to glorify Him and enjoy Him forever. Though He permits Satan to control the kingdoms of this world in the present age, He will ultimately restore absolute control over the earth with Jesus, His Son, reigning. Those who receive the Lord Jesus Christ will reign with Him. God ultimately owns everything, including all children (Romans 14:7-8; Ezekiel 18:4, 20). Since God owns all children, He has first claim upon each life. That claim of God upon children should be reflected in the nature of the education program provided. This means that God’s prescription for education, as given in His Word, should prevail as educational programs are shaped and formed. This makes paramount the issues of authority and discipline as children move toward adulthood.
God is also holy (Leviticus 11:44). He desires that those He created should also be holy. To enable that to occur, He has provided an eternal sacrifice by giving His Son, the Lord Jesus Christ, in death. That death, when received by the unsaved, enables the removal of sin. The resurrection of Jesus Christ out of that state of death enables the acquisition of a “new nature” according to II Peter 1:4. That new nature reflects the holiness of God and enables the believer to live a holy life even in this present world. Holiness should be a goal for all believers, and it should be a goal for Christian education programs.
This Sovereign and Holy God has given the task of educating children primarily to the parent (Psalm 127). However, that task may be delegated to others, though the responsibility for that task may not be delegated. Christian schools should operate in this way: working with and through the parents to carry out the task of education, for which the parent will be held responsible. A teaching function has also been given to the local church, which may assist in education as parents desire and accept that assistance.
We believe that all educational experience is religious in nature simply because God has not given the task of educating children to human government. Children belong to God and not to parents or the state. Neither do children own themselves (Ezekiel 18:4, 20; Romans 14:7-8).
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THE PRIORITY OF GOD’S WORD:The Bible, being the Word of God, is the final authority in all matters of life and living. Psalm 19:7 says, “The law of the Lord is perfect, converting the soul; the testimony of the Lord is sure, making wise the simple.” The psalmist is saying that the law of God, His revealed Word, is a condition for life, as desired by God, to exist. Thus, the Word of God is a condition of life and must become a critical aspect of education for children.
Christian education must have at its very heart the edification of the children of God. The primary purpose is not evangelism, though evangelism may occur (particularly on a one-to-one basis between teachers and students or between one student and another student).
Because of the primacy of the Bible, instruction in the Bible must be the key to a Christian school. Biblical truth must be interwoven into all phases of the curriculum, even the purely academic subjects. For example, history must be viewed as a Sovereign God working in the lives of men as opposed to social studies, the emphasis of which has traditionally been on a study of man’s own accomplishments. God, as Creator, must be the foundational truth for all science. Language must be viewed as a tool for knowing God first of all. All curriculum materials, including textbooks, must then be selected with this priority of God’s Word in the forefront.
THE PROPERTIES OF THE CHILD:The Word of God teaches that humankind has been created spirit (small s), soul and body (I Thessalonians 5:23). Any set of goals for Christian education must take into account these truths: spirit is a sense of God consciousness; soul is a sense of consciousness of the world around us; body is a sense of self-awareness. The spirit is quickened at the time a new birth occurs when the Holy Spirit comes to abide within the believer; the soul is impacted greatly by the Gospel, but must also be acted upon in an educational process; the body should be properly developed and sustained within the prescription as given in the Bible.
Leading a child to salvation is a function shared by parents, the church, and to some extent those involved in Christian education. Converting or restoring the soul (mind, will, emotion) is primarily an educational task that is first the responsibility of parents and the church, but may be delegated to a Christian school's staff. The task of Christian education is building a mind, breaking a will to accept authority, and balancing one’s emotions. Spiritual, academic, physical and social goals are all appropriate since they deal with the restoring of the soul. Restoring the soul is a vital task of Christian education.
Thus, much of Christian education must be directed toward the soul of each child (mind, will, and emotion). Commitment to quality, both of God in heaven and to those without the body of Christ, must characterize the Christian school instructional and curricular systems since they become the vehicle for transforming or restoring the soul of the child.
The natural bent of the will of the child is in a direction away from God, away from any authority or responsibility. Shaping or breaking that natural bent is essentially an educational task and must be accepted by the Christian school. Discipline is critical to mature living for the Lord Jesus Christ (I Timothy 1:7). Therefore, children must be expected to accept and conform to the authority of God, the authority of the church, the authority of the home, the authority of the school, and the authority of human government.
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OUR MISSIONThe mission of Franklin Road Christian School is to assist parents in preparing their children to live productive Christian lives by providing a quality spiritual and academic program that encourages children to grow academically and to live obedient, Christ-centered lives. While most graduates of Franklin Road Christian School will choose to continue their education beyond high school, the focus of the curricular and instructional systems will be one of helping each child to grow, both spiritually and academically, at whatever level of spiritual and academic achievement he or she has reached. Admissions policies will reflect what the school is able to do for those children admitted. Attention will be given to the following three areas:
EDIF ICAT ION: Franklin Road Christian School is dedicated to the edification of children in accordance with Ephesians 4:12, “For the perfecting [equipping] of the saints for the work of the ministry . . .” Therefore, attention will be given to spiritual growth and development, equipping children to live a life of obedience to the Lord Jesus Christ. Every effort will be made to develop within children a spiritual knowledge base for making wise decisions about life and to develop both the spiritual and natural gifts of each child to a level appropriate for high school graduates.
EDUCAT ION: Franklin Road Christian School is dedicated to the education of children in accordance with the broad areas of development stated in Luke 2:52, “And Jesus increased in wisdom and stature, and in favour with God and man.” Therefore, attention will also be given to the mental, physical, and social growth of children. The primary purpose of the academic program is to prepare students for some form of education beyond high school, perhaps Christian education, liberal arts education, or vocational education. Those choosing not to continue education beyond high school will be advanced academically for functioning as an adjusted and productive citizen of this nation.
EVANGEL IZAT ION: Franklin Road Christian School is dedicated to the evangelization of those children who may not be saved. This is especially true within the elementary school, which will include a number of children who have not yet received the Lord Jesus Christ as personal Savior. However, evangelization will be carried out by teachers and mature students on a one-to-one basis. Evangelization, while very important and not to be minimized, will be secondary to the mission to edify and educate children as stated above.
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GENERAL GOALS To teach every student enrolled an understanding of God, the priority that should be accorded His Word, and the responsibility that every person has to his Creator and Redeemer
To enable each student enrolled to develop both natural and spiritual gifts and talents with the understanding that the highest goal of mankind is to use these gifts and talents to worship and glorify God
To develop with each child a level of basic skills achievement that will support successful functioning as a citizen of the Kingdom of God and successful functioning as a citizen of this nation
To provide both curricular and instructional systems that will enable any student to achieve at levels that will prepare him to enter the next level of education chosen, whatever the academic rigor demanded
To leave each student enrolled with a strong sense of “right and wrong,” to make him aware of the spiritual blessing that comes from doing right, and to warn each student of the many wrongs that now characterize our culture and the negative consequences to be borne by those who choose those wrongs
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1. Faculty professes Christ as Savior and live exemplary Christian lives.
2. Faculty teaches subjects from the perspective of a biblical worldview.
3. Faculty attend Franklin Road Baptist Church.
4. Teaching faculty set high academic standards for all students.
5. Teaching faculty consists of teachers who have degrees in their specific teaching fields.
6. Teaching faculty identifies core academic target performance objectives for all subjects and teaches to those objectives.
7. Teaching faculty coordinates academic objectives with corresponding scope and sequences.
8. Teaching faculty encourages all students to perform to the best of their abilities.
9. Administration and faculty set pass/fail standards for all classes.
10. Administration develops and provides funds for an ongoing staff (professional) development program.
11. Administration develops and provides quality instructional time for all teachers and students.
12. Administration provides a daily preparation time for all teachers.
13. Administration employs competent teachers and support staff.
14. Administration supervises all staff members.
15. School prints goals and measurable academic target performance objectives for all courses and makes these
materials available to teachers and to parents in a modified format.
16. School environment exhibits an atmosphere conducive to learning.
17. School encourages teachers and students to use their abilities to their fullest potential.
18. School promotes and improves existing spiritual, emotional, social, and physical programs and initiates new programs and ideas to meet the needs of the students.
19. School encourages students to attend college and provides advanced courses in high school to this effect.
20. School addresses the spiritual, academic, and social needs of all students.
21. School provides a safe environment for all students.
22. School provides fine arts opportunities for all students.
23. School provides physical education opportunities for all students.
24. School recognizes academic achievement at all grade levels and in all subjects.
25. School uses a standardized testing program for grades kindergarten through twelve.
26. School grounds and facilities exhibit cleanliness and orderliness.
27. School emphasizes computer technology.
28. School actively promotes the school in the community.
SCHOOL EXPECTATIONS The faculty, administration, and School Improvement Committee adopted the following school expectations after numerous collaborative meetings designed to identify the school’s major expectations. These expectations describe what the school represents:
!30
1. Display a genuine love for the Lord and for reading and studying the Bible
2. Demonstrate a respect for the church and attend regularly
3. Display a desire to live by the teachings of Scripture
4. Share the Christian faith on a regular basis
5. Exhibit evidence of seeking God’s will in selecting a college and/or a career
6. Show appreciation for parents, pastor, peers, and teachers
7. Apply study skills to learning opportunities
8. Demonstrate high-order thinking skills 9. Read with comprehension at an above
average reading speed 10. Exhibit creative thinking skills 11. Understand basic accounting and
biblical financial principles 12. Follow directions 13. Display a respect for one’s body and
physical fitness
14. Demonstrate an understanding of basic governmental principles
15. Convey a love and respect for American patriotism
16. Know basic computer literacy skills 17. Demonstrate effective writing skills 18. Show organizational skills 19. Demonstrate competency in math,
language, science, history, and Bible 20. Use skills at one’s maximum potential 21. Appreciate the fine arts 22. Enter college without the need for
remedial courses 23. Respect authority and show
appreciation for rules 24. Communicate effectively with others 25. Show evidence of possessing
leadership skills 26. Show confidence 27. Demonstrate the ability to make
friends and show oneself friendly
GRADUATE EXPECTATIONS Although students will display knowledge, skills, and attitudes beyond the following graduate expectations, these expectations represent what the school expects to see in the graduates when they pass through our doors for the last time as Franklin Road Christian School students:
P R O F E S S I O N A L I N D E X E S
S P I R I T U A L I N D I C AT O R S
S U R V E Y S A N D I N T E R V I E W S
S T U D E N T A C H I E V E M E N T
D E M O G R A P H I C S
S C H O O L P R O F I L E O V E R V I E W
MISSION, BELIEFS, AND VIS ION
INTRODUCTION
S C H O O L F E AT U R E S
S T R AT E G I C A C T I O N P L A N
!32
The Committee began the school improvement process by profiling Franklin Road Christian School. The Committee identified the school’s strengths and weaknesses and developed a five-year strategic plan to address specific areas of concern.
The Committee’s goal was to paint a word and graph picture of the school “as it is” and to update the picture annually. The present picture is presented in the pages to follow.
!33
SCHOOL PROFILE OVERVIEW The School Improvement Plan for Franklin Road Christian School is deeply rooted in facts accumulated from a variety of sources. The School Improvement Plan is data-based and data-driven.
The tables, charts, and graphs listed in the following pages demonstrate the Committee’s major data findings, even though substantially more data was gathered and analyzed than the Committee thought necessary to visually display. This information in addition to numerous interviews allowed the Committee to portray, as much as possible, the current organizational, spiritual, and educational conditions of Franklin Road Christian School.
The profiling findings were discussed with the faculty and administration. In these discussions, the Committee was sensitive to showing the faculty and administration the data from which conclusions were drawn and to seek input. Invaluable input was received from the faculty and administration.
The strengths, weaknesses, and concerns identified by the Committee are listed on the following pages. Though the list is not exhaustive, it fairly represents Franklin Road Christian School.
The Strategic Action Plan addresses specific areas of concern. Other weaknesses are being addressed by the Committee, even though they are not included in the strategic action plan.
!34
IDENTIFIED STRENGTHS 1. Mission and philosophical distinctives
are written, implemented, and functional. 2. Teachers and parents understand the
school’s mission. 3. Since 1974, there have been 766
graduates. Of those graduates, 130 have pursued Christian ministry.
4. Pastor takes an active role in the school. 5. Chapel programs focus on salvation,
practical Christian living, and revival. 6. Bible program emphasizes Christian
living. 7. Christian textbooks are used in most
subjects. 8. The school’s discipline program is Bible-
based. 9. The school has a supportive sponsoring
church. 10. Staff development is pursued at yearly
In-Service sessions, weekly Thursday Think Tanks, and state and regional teachers’ meetings.
11. Cultural diversity is growing among the student body.
12. Student:teacher ratios are average or below 19:1.
13. Financial solvency gives the school stability.
14. The school is agency approved as well as accredited.
15. Facilities are secured with a key-card system.
16. The school has a positive reputation in the community.
17. Structured extra-curricular activities allow students to develop relationship skills.
18. Resource programs are provided for children with special academic needs (IEP).
19. Facilities are conveniently located. 20. SAT test scores are above national
averages in most areas. 21. Faculty morale contributes to positive
learning environment. 22. Well-maintained facilities promote
cleanliness and safety.
SPECIFIC AREAS OF CONCERN 1. SAT reading scores are low. 2. Alumni database needs to be expanded
to include more graduates. 3. A successful Science Department
needs to be developed.
IDENTIFIED WEAKNESSES 1. Parents and students do not
understand standardized test results. 2. Study skills are weak in grades 4
through 12. 3. Science SAT scores are improving but
need to improve more. 4. Science ACT benchmarks are not
always met. 5. Parents feel uninformed as to what their
child is expected to learn. 6. Parents do not feel that the dress
standards are consistently enforced. 7. High school students do not feel they
treat each other with respect and kindness.
8. There is a lack of community involvement.
9. The traffic flow when parents are dropping off and picking up students is congested.
!35
THE FOLLOWING INFORMATION WAS PROFILED WITH A TABLE, GRAPH, CHART, OR NARRATIVE REPORT.
Student enrollment Student enrollment according to race /ethnicity New student enrollment and student attrition
Status of graduates six months after graduation Alumni Status
Family church affiliation Family church attendance pattern
ACT scores and benchmarks Core Objective Testing
SAT scores (Iowa Scores will be added 2018-2023) Report card grades
Teacher, parent, student, and alumni survey responses K5 - 12th grade scope and sequence
5th grade math target performance objectives Course offerings
School tuition School expenses
Teachers’ experience, degrees, and certificates Graduate report
!36
P R O F E S S I O N A L I N D E X E S
S P I R I T U A L I N D I C AT O R S
S U R V E Y S A N D I N T E R V I E W S
S T U D E N T A C H I E V E M E N T
D E M O G R A P H I C S
S C H O O L P R O F I L E O V E R V I E W
MISSION, BELIEFS, AND VIS ION
INTRODUCTION
S C H O O L F E AT U R E S
S T R AT E G I C A C T I O N P L A N
The Enrollment/Attrition/New Students chart for K3 through 12 for 2011-2016 shows school enrollment, school enrollment trends, the number of students that did not return from the previous school year, and the number of new enrollees for the same school year.
Attrition is the number of enrolled students who left the school during the school year and students who did not return the following school year. Graduating seniors are not included. Preschool students are included in attrition and new student figures.
TOTAL SCHOOL ENROLLMENT
0
125
250
375
500
2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
470
428
371
330
310
287
Preschool Attendance: 2011-2012: 27 | 2012-2013: 35 | 2013-2014: 44 | 2014-2015: 64 | 2015-2016: 82 | 2016-2017: 99
SCHOOL ENROLLMENT TRENDS
2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
Preschool/Daycare 27 35 44 64 82 99
Elementary K5 - Grade 6 125 144 164 183 201 228
Junior High Grades 7-9 73 72 56 65 73 76
Senior High Grades 10-12 62 59 66 59 72 67
Total 287 310 330 371 428 470
75
150
225
300
2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
Preschool Elementary Junior High Senior High
ATTRITION TO NEW STUDENT COMPARISION
50
75
100
125
150
2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
Attrition New Students
2 0 1 1 - 2 0 1 2Boys Girls Total Attrition New
Preschool 16 11 27 0 27
Kindergarten 13 11 24 12 13First Grade 7 6 13 3 0
Second Grade 7 8 15 1 1Third Grade 6 14 20 2 5
Fourth Grade 8 4 12 2 2
Fifth Grade 10 11 21 1 4Sixth Grade 5 15 20 7 6
Seventh Grade 13 9 22 5 7Eighth Grade 13 17 30 4 7
Ninth Grade 8 13 21 1 0
Tenth Grade 7 12 19 4 0Eleventh Grade 11 11 22 2 1
Twelfth Grade 9 12 21 1 2
TOTAL 133 154 287 44 75
Num
ber o
f Stu
dent
s
0
100
200
300
400
7544
287
Total Enrollment Attrition New Students
2 0 1 2 - 2 0 1 3Boys Girls Total Attrition New
Preschool 20 15 35 0 35Kindergarten 24 12 36 11 20
First Grade 10 11 21 5 4
Second Grade 8 7 15 1 3
Third Grade 10 10 20 1 6
Fourth Grade 6 12 18 5 2Fifth Grade 8 5 13 3 4
Sixth Grade 9 12 21 6 6
Seventh Grade 10 12 22 8 10
Eighth Grade 13 7 20 5 3
Ninth Grade 14 16 30 6 6Tenth Grade 7 13 20 6 5
Eleventh Grade 8 10 18 3 2
Twelfth Grade 11 10 21 3 2
TOTAL 158 152 310 63 108
Num
ber o
f Stu
dent
s
0
100
200
300
400
108
63
310
Total Enrollment Attrition New Students
2 0 1 3 - 2 0 1 4Boys Girls Total Attrition New
Preschool 25 19 44 0 36Kindergarten 13 18 31 20 23
First Grade 21 13 34 4 2
Second Grade 12 14 26 1 6
Third Grade 8 9 17 1 3
Fourth Grade 9 13 22 2 4Fifth Grade 7 12 19 1 2
Sixth Grade 6 9 15 3 5
Seventh Grade 8 10 18 4 1
Eighth Grade 9 11 20 5 3
Ninth Grade 10 8 18 4 2Tenth Grade 11 17 28 5 3
Eleventh Grade 7 12 19 3 2
Twelfth Grade 9 10 19 1 2
TOTAL 155 175 330 54 94
Num
ber o
f Stu
dent
s
0
100
200
300
400
9454
330
Total Enrollment Attrition New Students
2 0 1 4 - 2 0 1 5Boys Girls Total Attrition New
Preschool 27 37 64 0 54Kindergarten 18 13 31 21 17
First Grade 14 17 31 4 4
Second Grade 21 13 34 6 6
Third Grade 13 10 23 5 2
Fourth Grade 10 8 18 2 2Fifth Grade 10 13 23 2 4
Sixth Grade 9 14 23 3 8
Seventh Grade 11 10 21 3 9
Eighth Grade 11 11 22 1 5
Ninth Grade 11 11 22 3 5Tenth Grade 7 8 15 4 1
Eleventh Grade 12 14 26 5 3
Twelfth Grade 7 11 18 2 1
TOTAL 181 190 371 61 121
Num
ber o
f Stu
dent
s
0
100
200
300
400
121
61
371
Total Enrollment Attrition New Students
2 0 1 5 - 2 0 1 6Boys Girls Total Attrition New
Preschool 43 39 82 0 67Kindergarten 20 12 32 37 19
First Grade 20 11 31 7 6
Second Grade 13 20 33 4 7
Third Grade 22 14 36 5 7
Fourth Grade 15 12 27 3 7Fifth Grade 11 8 19 2 3
Sixth Grade 11 12 23 4 4
Seventh Grade 11 14 25 3 5
Eighth Grade 11 9 20 3 2
Ninth Grade 14 14 28 3 9Tenth Grade 11 13 24 1 3
Eleventh Grade 10 8 18 2 5
Twelfth Grade 15 15 30 1 5
TOTAL 227 201 428 75 149
Num
ber o
f Stu
dent
s
0
100
200
300
400
149
61
428
Total Enrollment Attrition New Students
2 0 1 6 - 2 0 1 7Boys Girls Total Attrition New
Preschool 50 49 99 0 75
Kindergarten 20 28 48 34 25
First Grade 18 14 32 4 7
Second Grade 16 13 29 6 4
Third Grade 15 18 33 3 3
Fourth Grade 21 14 35 5 6
Fifth Grade 14 12 26 4 3
Sixth Grade 13 12 25 1 7
Seventh Grade 13 12 25 3 5
Eighth Grade 9 17 26 4 5
Ninth Grade 12 13 25 3 8
Tenth Grade 15 10 25 7 4
Eleventh Grade 11 13 24 3 3
Twelfth Grade 10 8 18 2 2
TOTAL 237 233 470 79 157
Num
ber o
f Stu
dent
s
0
100
200
300
400
157
79
470
Total Enrollment Attrition New Students
The Graduate Status Six Months after Graduation table and graph compares the number of graduates from Franklin Road Christian School who attended public universities, private universities, conservative Christian colleges, and those who entered the work force six months after graduation for 2011-2016. A higher number of students attended private/conservative Christian colleges than public universities and the work force combined.
One hundred and one students graduated between 2012-2016, with only fourteen not attending college within six months of graduation.
Results from a recent alumni survey also indicate current alumni status and institutions from which alumni have graduated. Over 200 graduates were surveyed with 75 graduates responding.
GR A D U AT E STAT U S S I X MO N T H S A F T E R GR A D U AT I O N
2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total
Graduates 9 11 20 10 10 20 7 10 17 5 11 16 13 15 28
Public 4 0 4 5 2 7 4 5 9 3 0 3 7 8 15
Private 0 4 4 1 2 3 0 2 2 0 1 1 0 0 0
Conservative Christian 4 4 8 2 5 7 1 3 4 3 8 11 4 5 9
Work Force 1 3 4 2 1 3 2 0 2 0 1 1 2 2 4
INSTITUTIONS FROM WHICH ALUMNI GRADUATED
31%
8%61%
Conservative Christian Private Public
ALUMNI STATUS
4%8%
15%
8%
5%19%
40%
Bachelor's Degree Pursuing DegreeMaster's Degree Associates DegreeAttended College - No Degree Work ForceTradeschool
The School Enrollment According to Race/Ethnicity tables for 2011-2012 to 2016-2017 subdivide school enrollment into race/ethnicity: Asian, Hispanic, African American, and Caucasian. The percentage of minorities ranges from a low of 6.6 percent in 2011-2012 to a high of 17.4 percent in 2016-2017. The graph compares Caucasians with the combined minority population.
2 0 1 1 - 2 0 1 2To t a l s R a c e / E t h n i c i t y S t a t u s
Boys Girls Total Asian Hispanic African American White
Preschool 16 11 27 2 0 4 21Kindergarten 13 11 24 1 1 1 21
First Grade 7 6 13 0 0 0 13Second Grade 7 8 15 1 0 0 14
Third Grade 6 14 20 1 0 0 19Fourth Grade 8 4 12 1 0 0 11
Fifth Grade 10 11 21 1 1 0 19Sixth Grade 5 15 20 0 0 0 20
Seventh Grade 13 9 22 1 1 0 20Eighth Grade 13 17 30 0 0 0 30Ninth Grade 8 13 21 0 1 0 20Tenth Grade 7 12 19 0 1 0 18
Eleventh Grade 11 11 22 0 1 0 21Twelfth Grade 9 12 21 0 0 0 21
To t a l s1 3 3 1 5 4 2 8 7 8 6 5
2 6 8
28719
6.6% 93.4%
2 0 1 2 - 2 0 1 3To t a l s R a c e / E t h n i c i t y S t a t u s
Boys Girls Total Asian Hispanic African American White
Preschool 20 15 35 3 2 5 25Kindergarten 24 12 36 2 0 3 31
First Grade 10 11 21 0 1 1 19Second Grade 8 7 15 1 1 0 13
Third Grade 10 10 20 1 0 0 19Fourth Grade 6 12 18 1 1 0 16
Fifth Grade 8 5 13 1 0 0 12Sixth Grade 9 12 21 0 1 0 20
Seventh Grade 10 12 22 0 0 1 21Eighth Grade 13 7 20 1 1 1 17Ninth Grade 14 16 30 0 0 3 27Tenth Grade 7 13 20 0 2 0 18
Eleventh Grade 8 10 18 0 1 0 17Twelfth Grade 11 10 21 0 1 0 20
To t a l s1 5 8 1 5 2 3 1 0 1 0 1 1 1 4
2 7 5
31035
11.3% 88.7%
2 0 1 4 - 2 0 1 5To t a l s R a c e / E t h n i c i t y S t a t u s
Boys Girls Total Asian Hispanic African American White
Preschool 27 37 64 4 7 8 45Kindergarten 18 13 31 2 1 3 25
First Grade 14 17 31 1 1 1 28Second Grade 21 13 34 2 0 1 31
Third Grade 13 10 23 0 1 1 21Fourth Grade 10 8 18 0 2 0 16
Fifth Grade 10 13 23 2 0 0 21Sixth Grade 9 14 23 0 0 1 22
Seventh Grade 11 10 21 1 2 0 18Eighth Grade 11 11 22 0 4 0 18Ninth Grade 11 11 22 0 1 0 21Tenth Grade 7 8 15 1 1 0 13
Eleventh Grade 12 14 26 1 1 1 23Twelfth Grade 7 11 18 0 1 0 17
To t a l s
1 8 1 1 9 0 3 7 1 1 4 2 2 1 63 1 9
37152
14.0% 86.0%
2 0 1 3 - 2 0 1 4To t a l s R a c e / E t h n i c i t y S t a t u s
Boys Girls Total Asian Hispanic African American White
Preschool 25 19 44 4 1 11 28Kindergarten 13 18 31 2 1 1 27
First Grade 21 13 34 3 0 3 28Second Grade 12 14 26 0 1 1 24
Third Grade 8 9 17 1 1 0 15Fourth Grade 9 13 22 1 1 0 20
Fifth Grade 7 12 19 1 0 1 17Sixth Grade 6 9 15 1 1 0 13
Seventh Grade 8 10 18 0 2 0 16Eighth Grade 9 11 20 0 1 0 19Ninth Grade 10 8 18 1 1 0 16Tenth Grade 11 17 28 0 1 1 26
Eleventh Grade 7 12 19 0 1 0 18Twelfth Grade 9 10 19 0 0 0 19
To t a l s1 5 5 1 7 5 3 3 0 1 4 1 2 1 8
2 8 6
33044
13.3% 86.7%
2 0 1 5 - 2 0 1 6To t a l s R a c e / E t h n i c i t y S t a t u s
Boys Girls Total Asian Hispanic African American White
Preschool 43 39 82 6 5 5 66Kindergarten 20 12 32 0 3 2 27
First Grade 20 11 31 2 1 2 20Second Grade 13 20 33 2 2 2 27
Third Grade 22 14 36 4 0 2 30Fourth Grade 15 12 27 0 1 1 25
Fifth Grade 11 8 19 0 1 0 18Sixth Grade 11 12 23 0 0 1 22
Seventh Grade 11 14 25 0 1 1 23Eighth Grade 11 9 20 1 2 0 17Ninth Grade 14 14 28 1 3 0 24Tenth Grade 11 13 24 0 2 0 22
Eleventh Grade 10 8 18 1 1 0 16Twelfth Grade 15 15 30 1 1 0 28
To t a l s
2 2 7 2 0 1 4 2 8 1 8 2 3 1 63 6 5
42857
13.3% 85.3%
2 0 1 6 - 2 0 1 7To t a l s R a c e / E t h n i c i t y S t a t u s
Boys Girls Total Asian Hispanic African American White
Preschool 50 49 99 13 5 10 67Kindergarten 20 28 48 2 4 0 41
First Grade 18 14 32 1 3 2 26Second Grade 16 13 29 1 1 2 25
Third Grade 15 18 33 2 1 3 27Fourth Grade 21 14 35 5 0 1 27
Fifth Grade 14 12 26 0 1 1 24Sixth Grade 13 12 25 0 3 1 21
Seventh Grade 13 12 25 1 1 0 23Eighth Grade 9 17 26 1 1 1 23Ninth Grade 12 13 25 2 2 1 20Tenth Grade 15 10 25 1 3 1 20
Eleventh Grade 11 13 24 0 1 1 22Twelfth Grade 10 8 18 1 1 1 15
To t a l s2 3 7 2 3 3 4 7 0 3 0 2 7 2 5
3 8 1
47082
17.4% 81.1%
The following graphs show the church distribution report from 2010-2011 to 2015-2016.
CHURCH DISTRIBUTION 2011-2012
13%
18%
16%
8%
45%
FRBC Other Independent BaptistOther Baptist Other DenominationUnknown
FRCS students represent forty-eight different churches.
CHURCH DISTRIBUTION 2012-2013
13%
14%
6%
16%
7%
44%
FRBC Other Independent BaptistOther Baptist Other DenominationNon-Denominational Unknown
FRCS students represent fifty-one different churches.
CHURCH DISTRIBUTION2013-2014
7%
16%
4%
15%
9%
49%
FRBC Other Independent BaptistOther Baptist Other DenominationsNon-Denominational Unknown
FRCS students represent thirty-nine different churches.
CHURCH DISTRIBUTION2014-2015
6%
6%
18%
20%
6%
44%
FRBC Other Independent BaptistOther Baptist Other DenominationsNon-Denominational Unknown
FRCS students represent fifty-eight different churches.
CHURCH DISTRIBUTION2015-2016
7%
7%
18%
23% 4%
40%
FRBC Other Independent BaptistOther Baptist Other DenominationsNon-Denominational Unknown
FRCS students represent forty different churches.
DESCRIPTIVE DEMOGRAPHIC REPORT
The enrollment has increased from 287 students in 2011 to 470 in 2016. The enrollment for the present year is 470 students in preschool to the twelfth grade. The
race is predominantly Caucasian.
One hundred and one students graduated between the years of 2011-2016, with only 14 not attending college within six months of graduation.
Over the last six years, the Race/Ethnicity has increased from a low of 6.6% to a high of 17.4%. This increase is shown in the continued increase in total school enrollment.
According to the Church Distribution report of 2015-2016, 40% of the student body
attends Franklin Road Baptist Church.
P R O F E S S I O N A L I N D E X E S
S P I R I T U A L I N D I C AT O R S
S U R V E Y S A N D I N T E R V I E W S
S T U D E N T A C H I E V E M E N T
D E M O G R A P H I C S
S C H O O L P R O F I L E O V E R V I E W
MISSION, BELIEFS, AND VIS ION
INTRODUCTION
S C H O O L F E AT U R E S
S T R AT E G I C A C T I O N P L A N
!62
Stanford Achievement Test 10 is administered for grades K5–11 every year. The Iowa Test was started during the year 2015-2016; its scores will be reflected in the 2018-2023 SIP Manual. The following chart shows national percentile scores of each class.
All grades have scored above the 70th percentile the past five years in the Complete Battery range. The lowest FRCS scores are in the area of Science and Reading.
!63
STANFORD ACHIEVEMENT TEST | PERCENTILE SCORES
Kindergarten 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Total Reading 94 91 96 96 76Sentence Reading 97 97 97 98 92Sounds/Letters 98 88 96 97 72
Mathematics 99 80 96 96 84Environment 95 91 94 93 89Listening 99 95 99 93 93
Complete Battery 98 92 97 96 88
First Grade 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015Reading 98 95 98 89 98
Reading Comp. 95 82 87 66 84Mathematics 56 72 60 56 74Language 86 73 75 71 89
Spelling 93 92 89 85 96Environment 45 60 57 81 54Listening 58 87 83 75 84
Complete Battery 81 84 83 76 88
Second Grade 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Reading 94 97 98 99 95Reading Comp. 83 84 96 99 92Mathematics 74 78 89 79 81
Language 89 94 96 92 96Spelling 90 99 96 87 91Environment 44 35 73 62 76
Listening 86 70 87 77 90Complete Battery 84 88 93 91 90
Third Grade 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Reading 97 82 75 82 90Mathematics 92 85 74 94 96Language 97 93 -- 99 97
Spelling 92 90 90 96 96Science 90 82 72 70 84Social Science 86 87 79 85 87
Listening 99 83 72 83 69Thinking Skills 97 91 -- 94 94Complete Battery 95 87 77 90 92
!64
STANFORD ACHIEVEMENT TEST | PERCENTILE SCORESFourth Grade 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015Reading 78 95 81 76 79Mathematics 93 92 91 74 95Language 95 94 87 91 89Spelling 94 84 84 79 84Science 93 87 81 62 77Social Science 86 94 83 76 80Listening 70 96 81 80 83Thinking Skills 88 97 92 71 88Complete Battery 91 95 89 82 88
Fifth Grade 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015Reading 71 61 73 78 60Mathematics 81 78 61 80 75Language 94 92 87 82 86Spelling 93 99 80 90 90Science 88 81 75 67 70Social Science 88 84 89 79 84Listening 93 81 94 89 85Thinking Skills 95 82 87 93 80Complete Battery 90 88 83 87 83
Sixth Grade 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Reading 72 76 74 96 87Mathematics 82 94 86 99 94Language 77 94 92 94 93Spelling 61 89 83 95 86Science 55 65 74 95 78Social Science 59 67 72 82 91Listening 49 74 76 94 78Thinking Skills 77 86 86 99 95Complete Battery 70 84 82 95 89
Seventh Grade 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Reading 93 75 71 63 85Mathematics 94 90 82 75 97Language 84 85 82 78 82Spelling 82 86 90 91 92Science 77 65 59 41 76Social Science 70 82 76 68 80Listening 75 73 73 60 85Thinking Skills 85 80 72 66 87Complete Battery 86 82 78 71 89
!65
STANFORD ACHIEVEMENT TEST | PERCENTILE SCORESEighth Grade 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Reading 94 92 85 83 85
Mathematics 95 95 84 92 83
Language 97 99 86 86 88
Spelling 87 86 90 81 95
Science 82 88 54 69 51
Social Science 82 85 60 58 76
Listening 97 83 57 71 59
Thinking Skills 96 95 75 80 75
Complete Battery 90 90 73 77 76
Ninth Grade 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015Reading 94 94 95 91 91Mathematics 91 99 99 99 99Language 93 89 95 88 89Spelling 85 92 96 96 93Science 71 73 91 77 68Social Science 85 84 87 64 66Thinking Skills 84 85 88 84 84Complete Battery 87 91 95 88 87
Tenth Grade 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015Reading 94 94 87 92 77Mathematics 97 98 99 99 99Language 95 96 83 96 90Spelling 97 93 80 91 96Science 76 73 73 88 53Social Science 95 99 95 95 91Thinking Skills 95 95 93 97 93Complete Battery 95 96 88 94 88
Eleventh Grade 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015Reading 95 93 91 92 93Mathematics 99 96 99 99 99Language 99 99 98 97 99Spelling 89 99 88 94 94Science 89 69 77 84 65Social Science 89 93 90 87 93Thinking Skills 99 99 99 99 99Complete Battery 94 94 92 93 93
!66
The following bar graphs parallel the numerical scores itemized in the SAT 10 total mathematics tables.
Grades 1-6 scored above the 56th percentile every year.
Grades 9 and 10 scored above the 91st percentile or better and eleventh grade scored in the 96th percentile or better for five years straight.
!67
SAT MATHEMATICS SCORESKi
nder
garte
n
0 25 50 75 100
99
80
96
96
84G
rade
1
0 25 50 75 100
56
72
60
56
74
Gra
de 2
0 25 50 75 100
74
78
89
79
81
Gra
de 3
0 25 50 75 100
92
85
74
94
96
2014-2015 2013-2014 2012-2013 2011-2012 2010-2011
!68
SAT MATHEMATICS SCORESG
rade
4
0 25 50 75 100
93
92
91
74
95
Gra
de 5
0 25 50 75 100
81
78
61
80
75
Gra
de 6
0 25 50 75 100
82
94
86
99
94
Gra
de 7
0 25 50 75 100
94
90
82
75
97
2014-2015 2013-2014 2012-2013 2011-2012 2010-2011
!69
SAT MATHEMATICS SCORESG
rade
8
0 25 50 75 100
95
95
84
92
83
Gra
de 9
0 25 50 75 100
91
99
99
99
99
Gra
de 1
0
0 25 50 75 100
97
98
99
99
99
Gra
de 1
1
0 25 50 75 100
99
96
99
99
99
2014-2015 2013-2014 2012-2013 2011-2012 2010-2011
!70
The following bar graphs parallel the numerical scores itemized in the SAT 10 total language tables.
Grades 1-6 scored above the 70th percentile every year for five years straight.
Grades 9 and 10 scored above the 80th percentile and eleventh grade scored in the 90th percentile for five years straight.
!71
SAT LANGUAGE SCORES
Gra
de 1
0 25 50 75 100
86
73
75
71
89G
rade
2
0 25 50 75 100
89
94
96
92
96
Gra
de 3
0 25 50 75 100
97
93
97
99
97
2014-2015 2013-2014 2012-2013 2011-2012 2010-2011
!72
SAT LANGUAGE SCORESG
rade
4
0 25 50 75 100
95
94
87
91
89
Gra
de 5
0 25 50 75 100
94
92
87
82
86
Gra
de 6
0 25 50 75 100
77
94
92
94
93
Gra
de 7
0 25 50 75 100
84
85
82
78
82
2014-2015 2013-2014 2012-2013 2011-2012 2010-2011
!73
SAT LANGUAGE SCORESG
rade
8
0 25 50 75 100
97
99
86
86
88
Gra
de 9
0 25 50 75 100
93
89
95
88
89
Gra
de 1
0
0 25 50 75 100
95
96
83
96
90
Gra
de 1
1
0 25 50 75 100
99
99
98
97
99
2014-2015 2013-2014 2012-2013 2011-2012 2010-2011
!74
The Stanford Achievement Test 10 percentile scores for first, fourth, and seventh grade are graphed for five years (2010-2015). The student performance information listed in these graphs, as well as graphs for the remaining grades, are used by Franklin Road Christian School teachers and administration to measure student achievement, teacher effectiveness, and curriculum effectiveness.
!75
SAT | GRADE 1Re
ading
Read
ing C
omp.
Mat
hem
atics
Lang
uage
Spell
ingEn
viron
men
tLis
tenin
gCo
mpl
ete
Batte
ry
0 25 50 75 100
81
58
45
93
86
56
95
98
84
87
60
92
73
72
82
95
83
83
57
89
75
60
87
98
76
75
81
85
71
56
66
89
88
84
54
96
89
74
84
98
2014-2015 2013-2014 2012-2013 2011-2012 2010-2011
!76
SAT | GRADE 4Re
ading
Mat
hem
atics
Lang
uage
Spell
ingSc
ience
Socia
l Scie
nce
Liste
ning
Think
ing S
kills
Batte
ry
0 25 50 75 100
91
88
70
86
93
94
95
93
78
95
97
96
94
87
84
94
92
95
89
92
81
83
81
84
87
91
81
82
71
80
76
62
79
91
74
76
88
88
83
80
77
84
89
95
79
2014-2015 2013-2014 2012-2013 2011-2012 2010-2011
!77
SAT | GRADE 7Re
ading
Mat
hem
atics
Lang
uage
Spell
ingSc
ience
Socia
l Scie
nce
Liste
ning
Think
ing S
kills
Batte
ry
0 25 50 75 100
86
85
75
70
77
82
84
94
93
82
80
73
82
65
86
85
90
75
78
72
73
76
59
90
82
82
71
71
66
60
68
41
91
78
75
63
89
87
85
80
76
92
82
97
85
2014-2015 2013-2014 2012-2013 2011-2012 2010-2011
!78
A record of our performance on the Narrative writing assessment from Pearson is given, which links directly to one of our completed Strategic Action Plans. A fluctuation of scores is seen in 5th grade over the past five years. Consistent improvement has been made in 8th grade. In 2009, the eighth grade class was also given this assessment each additional year to see the effectiveness of this plan. In 2009 their composite narrative score was a 65. In 2012 their composite narrative score was a 96. Monitoring will be needed with the scores from 2015-2016, especially in 8th grade which had a significant decrease in their score.
!79
WRITING ASSESSMENTS | NARRATIVE
2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010
5th Grade 61 54 25 57 35 83
8th Grade 36 97 81 77 71 65
9th Grade -- -- -- -- 71 --
10th Grade -- -- -- 80 -- --
11th Grade -- -- 96 -- -- --
!80
The maximum American College Test (ACT) score is a 36. The four ACT categories are English, mathematics, reading, science reasoning, plus a composite score and a writing assessment.
Franklin Road Christian School requires all seniors to take the ACT or an equivalent college entrance exam to graduate from high school. The scores are tabled and graphed for 2012-2016. The scores for the class of 2014 are the highest average since 2002. Charts will also show the percent of students reaching ACT benchmarks in math based on whether they had advanced math or not. Students reaching ACT benchmarks with comparison made to the state of Tennessee, and ACT average based on diploma earned are also shown. An ACT benchmark is the minimum English, reading, mathematics, and science assessment scores required for a student to have a 50% chance of obtaining a B or higher, or a 75% chance of obtaining a C or higher in the corresponding credit-bearing college course.
!81
AMERICAN COLLEGE TEST SCORES 2010-20142012 2013 2014 2015 2016
English 22 20 25 24 25
Mathematics 21 21 24 24 22
Reading 21 21 25 24 24
Science Reasoning 19 19 23 21 22
Composite 21 20 24 23 23
National Percentile Ranking in
Writing46% 42% 62% 59% 56%
Total Seniors Tested 18 20 17 16 28
All graduates are required to take either the ACT or the SAT college entrance exam.
ACT MATH SCORE/BENCHMARK COMPARISON
2012 2013 2014 2015 2016
Math Score 26 24 27 27 27
Percentage Meeting Benchmark 100% 100% 90% 100% 91%
Math Score 19 19 19 21 19
Percentage Meeting Benchmark 17% 15% 29% 43% 32%
ADVA
NCED
MAT
H ST
UDEN
TSO
THER
MAT
H ST
UDEN
TS
!82
PERCENT OF STUDENTS REACHING ACT BENCHMARKS
2012 2013 2014 2015 2016
English (18) 84% 67% 100% 94% 86%
Mathematics (22) 44% 48% 65% 75% 55%
Reading (21)* 50% 71% 76% 75% 66%
Science Reasoning (24)* 0% 14% 65% 38% 45%
Composite (21) 61% 52% 82% 75% 66%
Seniors Tested 18 20 17 16 28
English 59% 58% 59% 58% 58%
Mathematics 29% 29% 30% 30% 30%
Reading 43% 36% 37% 38% 38%
Science Reasoning 21% 27% 28% 29% 30%
Seniors Tested 68,095 69,641 69,505 68,737 71,880
*Benchmarks changed for Science (23) & Reading (22) in 2014
FR
CS
S
TU
DE
NT
ST
EN
NE
SS
EE
ST
UD
EN
TS
!83
ACT COMPOSITE SCORE AVERAGES BY DIPLOMA EARNED
2012 2013 2014 2015 2016
General Diploma 21 18 21 20 20
College Prep Diploma 21 22 -- 26 27
Honors Diploma 25 23 26 25 28
Total Seniors Tested 18 20 17 16 28
ACT AVERAGE COMPARISONS | 2015-2016
7
14
21
28
National Tennessee FRCS General FRCS Honors
28
202021
!84
In 2013-2014, FRCS began tracking our Core Objective Testing. During the last quarter of the year, every class tests the Core Objectives as listed in their Teacher’s Resource Manual. The charts that follow show the past 3 years of average percentages on those tests.
Target performance on all Core Objective tests are 80% or higher. Numbers in black mean that the target performance was reached. Numbers in red mean that the target performance was not reached.
!85
P R E S C H O O L / K 5 C O R E O B J E C T I V E S
Grade Subject 2013-2014 2014-2015 2015-2016
K3 Phonics 70 66 —
Math 94 83 —
Readiness 95 94 —
K4 Phonics 92 97 —
Math 100 100 —
Motor Skills 94 98 —
K4 Phonics 92 — —
Math 99 — —
Motor Skills 94 — —
K5 Language 96 95 94
Math 89 93 96
Readiness 92 99 89
K5 Language 98 94 97
Math 99 99 99
Readiness 99 99 100
K5 Language 97 — —
Math 97 — —
Readiness 96 — —
1A Language 79 90 82
Math 83 91 84
Social Studies 87 95 94
Science 93 93 86
!86
L O W E R E L E M E N T A R Y C O R E O B J E C T I V E S
Grade Subject 2013-2014 2014-2015 2015-2016
1B Language 89 87 87
Math 89 92 90
Social Studies 94 87 93
Science 88 95 92
2A Language 94 89 90
Math 89 89 89
Social Studies 88 93 94
Science 91 97 93
2B Language 93 85 94
Math 91 87 95
Social Studies 92 94 94
Science 98 97 93
3A Language 91 90 91
Reading 92 74 92
Math 87 80 84
History 80 81 96
Science 92 90 81
3B Language — 86 83
Reading — 82 81
Math — 88 86
History — 81 90
Science — 91 82
!87
U P P E R E L E M E N T A R Y C O R E O B J E C T I V E S
Grade Subject 2013-2014 2014-2015 2015-2016
4A Language 78 72 71
Reading 80 92 89
Spelling 54 57 64
Math 75 77 71
History 68 54 53
Science 69 74 73
4B Language — — 67
Reading — — 82
Spelling — — 65
Math — — 78
History — — 60
Science — — 68
5 Language 86 80 81
Reading 77 82 74
Math 83 81 83
History 99 93 96
Science 91 88 87
6 Language 88 81 78
Reading 96 91 93
Math 91 83 83
History 96 98 94
Science 93 92 79
!88
H I G H S C H O O L C O R E O B J E C T I V E S
Grade Subject 2013-2014 2014-2015 2015-2016
7 English 86 89 84
8 English 87 85 90
7th/8th Lit Comp 72 93 96
9 English 90 88 83
10 English 74 93 80
11 English 69 80 75
12 English 82 83 78
7 Math 84 92 85
8 Math 78 84 83
9 Algebra 1 80 83 76
10 Inter. Math 61 83
10 Algebra 2 56 76
10 Algebra 2H — 88 —
11 Geometry 82 86 71
11 Advanced Math — 83 —
12 Calculus — 73 —
7 TN History 74 84 74
8 Geography 74 78 66
9 World History 71 75 65
10 US History (A) 80 78 71
! 82
! 45
!89
H I G H S C H O O L C O R E O B J E C T I V E S ( C O N T ’ D )
Grade Subject 2013-2014 2014-2015 2015-2016
11 Economics 81 83 69
7 Life Science 76 88 76
8 Earth Science 76 84 84
9 Biology 73 — 75
10 Physical Sci. 80 77 78
11 Chemistry 79 80 66
12 Physics 82 85 82
9th/10th Health 92 82 —
11 Spanish 1 83 88 90
12 Spanish 2 83 88 89
Sr High Teacher Cadet 57 70 94
Sr High Home Ec 88 98 90
Sr High Keyboarding — 96 80
Sr High Yearbook — 88 92
!90
The language and mathematic report comparisons give a graphic comparison of mathematics and language scores in K5 - 12 for the 2011-2012 through 2015-2016 school year.
!91
LANGUAGE AND MATHEMATICS REPORT CARD COMPARISON 2011-2012
K
1
2
3
4
5
6
7
8
9
10
11
12
0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0
3.0
2.8
2.3
2.5
2.4
2.7
3.1
3.4
2.9
3.4
3.9
3.8
4.0
2.8
2.8
3.2
2.5
3.3
2.9
3.4
3.4
3.0
3.7
3.8
3.9
3.9
Language Math A - 4.0 | B - 3.0 | C - 2.0 | D - 1.0 | F - 0.0
!92
LANGUAGE AND MATHEMATICS REPORT CARD COMPARISON 2012-2013
K
1
2
3
4
5
6
7
8
9
10
11
12
0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0
2.8
3.6
2.7
2.5
2.5
3.0
3.2
3.7
3.4
3.5
3.9
3.7
3.7
2.9
3.0
2.8
3.2
3.1
2.8
3.3
3.7
3.4
3.5
3.9
3.7
3.7
Language Math A - 4.0 | B - 3.0 | C - 2.0 | D - 1.0 | F - 0.0
!93
LANGUAGE AND MATHEMATICS REPORT CARD COMPARISON 2013-2014
K
1
2
3
4
5
6
7
8
9
10
11
12
0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0
3.8
3.8
3.5
2.9
3.3
3.0
3.6
3.5
3.1
3.7
4.0
3.7
3.9
3.3
3.3
3.0
2.6
3.3
3.0
3.6
3.6
3.1
3.6
3.9
3.8
4.0
Language Math A - 4.0 | B - 3.0 | C - 2.0 | D - 1.0 | F - 0.0
!94
LANGUAGE AND MATHEMATICS REPORT CARD COMPARISON 2014-2015
K
1
2
3
4
5
6
7
8
9
10
11
12
0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0
2.8
2.8
2.6
2.3
2.8
2.7
3.0
3.3
3.3
3.6
3.8
3.8
3.6
2.7
2.6
2.9
2.7
3.2
3.2
3.4
3.5
3.6
3.7
3.7
3.8
3.5
Language Math A - 4.0 | B - 3.0 | C - 2.0 | D - 1.0 | F - 0.0
!95
LANGUAGE AND MATHEMATICS REPORT CARD COMPARISON 2015-2016
K
1
2
3
4
5
6
7
8
9
10
11
12
0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0
2.8
2.9
2.7
2.3
3.1
2.9
3.2
3.3
3.0
3.8
3.9
3.8
3.7
2.8
2.4
2.8
2.6
3.1
3.0
3.4
3.5
3.5
3.5
3.9
3.8
3.6
Language Math A - 4.0 | B - 3.0 | C - 2.0 | D - 1.0 | F - 0.0
!96
DESCRIPTIVE STUDENT ACHIEVEMENT REPORT All students at Franklin Road Christian School are required to take the Stanford
Achievement Test 10 (SAT 10) and the Otis-Lennon School Ability Test. Fifth and eighth grade students take the Pearson Writing Assessment, and all students are required to take
the American College Test (ACT) or an equivalent college entrance exam before graduation.
The elementary classes have remained above the 50th percentile in the majority of subjects for the past five years. Eleventh grade has led the way in math and language for
five years straight.
Our teachers and administration use the data in this section to measure student achievement, along with teacher and curriculum effectiveness. One weakness which will be targeted by the SIP committee is the area of seventh through eleventh grade science.
Reading scores are also trending to decrease over the past five years which will be targeted with one of our new strategic action plans.
P R O F E S S I O N A L I N D E X E S
S P I R I T U A L I N D I C AT O R S
S U R V E Y S A N D I N T E R V I E W S
S T U D E N T A C H I E V E M E N T
D E M O G R A P H I C S
S C H O O L P R O F I L E O V E R V I E W
MISSION, BELIEFS, AND VIS ION
INTRODUCTION
S C H O O L F E AT U R E S
S T R AT E G I C A C T I O N P L A N
!98
The following tables show the results of five common survey questions used on three different surveys. The teacher, parent, and student participants were asked to select one of five responses: (1) strongly disagree, (2) disagree, (3) neutral, (4) agree, and (5) strongly agree.
We sent out 324 parent surveys, but only 171 were taken. The other participants in the surveys taken in May 2016 were 109 high school students and 95 elementary students, along with 29 teachers. Surveys were divided into more favorable and less favorable responses.
The surveys were produced by TAKE TENN Publications and distributed through AdvanceED Assist program.
!99
TEACHER, PARENT, AND STUDENT SURVEY COMPARISON | 2015-2016Students feel at ease talking with their teachers.
Strongly Disagree Disagree Neutral Agree Strongly
Agree
Teachers 0% 4% 4% 65% 27%
Students – Jr./Sr. High 1% 9% 32% 39% 19%
Parents 2% 5% 16% 40% 37%
The teachers teach study skill strategies.
Strongly Disagree Disagree Neutral Agree Strongly
Agree
Teachers 0% 13% 26% 52% 9%
Students – Jr./Sr. High 1% 12% 38% 37% 12%
Parents 3% 8% 24% 38% 27%
Teachers emphasize composition and writing skills.
Strongly Disagree Disagree Neutral Agree Strongly
Agree
Teachers 0% 0% 13% 70% 17%
Students – Jr./Sr. High 1% 10% 38% 41% 10%
Parents 1% 3% 18% 40% 38%
Teachers are fair and impartial to students.
Strongly Disagree Disagree Neutral Agree Strongly
Agree
Teachers 0% 17% 4% 70% 9%
Students – Jr./Sr. High 8% 13% 43% 30% 6%
Parents 1% 5% 13% 40% 41%
The school is preparing students for college.
Strongly Disagree Disagree Neutral Agree Strongly
Agree
Students – Jr./Sr. High 0% 0% 11% 44% 45%
Parents 0% 1% 22% 41% 36%
!100
Teachers make me feel welcome at school.
I am pleased with the education my child is receiving.
The school is a safe place for students.
Teachers emphasize a Biblical worldview.
The school has a good reputation in the community.
25% 50% 75% 100%
0%
0%
0%
1%
1%
2%
1%
0%
2%
2%
7%
3%
2%
3%
8%
43%
39%
39%
39%
38%
48%
57%
59%
55%
51%
Strongly Agree Agree Neutral Disagree Strongly Disagree
PARENT MORE FAVORABLE
!101
Teachers communicate regularly with parents.
My child has a set study time at home.
Dress standards are consistently enforced.
Teachers help me to know how to help my child learn at home.
My child's teacher(s) keep me informed regularly of my child's academic progess.
25% 50% 75% 100%
3%
3%
4%
0%
4%
9%
10%
13%
5%
10%
15%
25%
17%
15%
18%
36%
33%
38%
51%
34%
37%
29%
28%
29%
34%
Strongly Agree Agree Neutral Disagree Strongly Disagree
PARENT LESS FAVORABLE
!102
The school's philosophy of education is Bible-based.
Teachers take personal interest in the spiritual lives of their students.
The school prepares students for college.
I use assessment methods other than paper and pencil tests.
25% 50% 75% 100%
0%
0%
0%
0%
4%
4%
4%
0%
9%
4%
0%
4%
57%
27%
39%
4%
30%
65%
57%
92%
Strongly Agree Agree Neutral Disagree Strongly disgree
TEACHER MORE FAVORABLE
!103
Teachers communicate effectively with each other.
The curriculum is evaluated periodically by the teachers.
Transfer students are prepared academically.
Teachers meet regularly to discuss teaching strategies.
25% 50% 75% 100%
0%
18%
0%
0%
23%
41%
5%
13%
27%
27%
13%
0%
32%
14%
43%
48%
18%
0%
39%
39%
Strongly Agree Agree Neutral Disagree Strongly disgree
TEACHER LESS FAVORABLE
!104
I feel safe at school.
My teachers provide academic help before and after school.
I understand the value of a Christian education.
Extracurricular activities are important to me.
I depend on the Bible to make good decisions.
25% 50% 75% 100%
1%
3%
0%
2%
1%
2%
5%
1%
2%
0%
9%
18%
4%
12%
10%
39%
25%
35%
54%
28%
49%
49%
60%
30%
61%
Strongly Agree Agree Neutral Disagree Strongly disgree
STUDENTS (GRADES 7-12) MORE FAVORABLE
!105
I read often for enjoyment.
I have good study habits.
My teacers encourage me to read.
Students have access to computers during and after school.
I feel free to express relevant ideas in class.
25% 50% 75% 100%
11%
4%
3%
5%
10%
18%
12%
15%
10%
20%
32%
35%
55%
41%
38%
23%
31%
21%
35%
12%
16%
18%
6%
9%
20%
Strongly Agree Agree Neutral Disagree Strongly disgree
STUDENTS (GRADES 7-12) LESS FAVORABLE
!106
My teacher is a good Christian role model.
My teacher loves me.
My teacher makes me think.
I obey school rules.
My parents help me with my school work.
25% 50% 75% 100%
1%
2%
4%
0%
2%
6%
6%
8%
4%
12%
93%
92%
88%
96%
86%
Agree Not Sure Disagree
STUDENTS (GRADES 3-6) MORE FAVORABLE
!107
My parents attend school activities.
My teacher teaches me how to study.
My teacher checks my homework.
Most students at my school are friendly.
My teacher is fair to all the students.
25% 50% 75% 100%
10%
12%
18%
13%
12%
12%
18%
21%
24%
23%
78%
70%
61%
63%
65%
Agree Not Sure Disagree
STUDENTS (GRADES 3-6) LESS FAVORABLE
!108
DESCRIPTIVE SURVEY REPORT Five common items on the teacher, parent, and student surveys are compared. The more
favorable and less favorable responses are also documented.
The surveys revealed that 89% of the students felt safe at school, but 29% revealed that they did not feel free to express opinions in class. The parent surveys show that parents feel the school is
a safe place for children to attend; however, they do feel that dress standards could be more consistently enforced. Teachers, on the other hand, felt that they were making a positive difference
in the lives of their students, while 59% of the teachers felt transfer students were not ready academically.
The insights gleaned from the surveys gave the Committee a general idea about how each person felt about Franklin Road Christian School.
P R O F E S S I O N A L I N D E X E S
S P I R I T U A L I N D I C AT O R S
S U R V E Y S A N D I N T E R V I E W S
S T U D E N T A C H I E V E M E N T
D E M O G R A P H I C S
S C H O O L P R O F I L E O V E R V I E W
MISSION, BELIEFS, AND VIS ION
INTRODUCTION
S C H O O L F E AT U R E S
S T R AT E G I C A C T I O N P L A N
!110
Spiritual-Related Surveys have been given to teachers and students. Graphs indicating results have been provided. Also alumni were given a survey to measure their current involvement in spiritual matters. Graphs have also been included to show these results.
!111
STATEMENT OF FAITHWe believe the Bible, consisting of the sixty-six books of the Old and New Testaments, to be the verbally-inspired, inerrant, and only infallible authoritative Word of God.
We believe that God has preserved His Word in the traditional Hebrew and Greek manuscripts, and that the authorized version (King James Version) is the best translation of the preserved Word of God in the English language.
We believe that there is one triune God, as revealed in the Bible, eternally existent in the person of Father, Son, and Holy Spirit.
We believe the universe was created in six literal days.
We believe in Jesus Christ’s virgin birth, sinless life, vicarious and atoning death through His shed blood, and His bodily resurrection.
We believe that salvation is the free gift of God received only by personal faith in the Lord Jesus Christ and His finished work on the cross.
We believe in water baptism by immersion for all believers.
We believe in the eternal security of the saints through the precious blood of Christ.
We believe in the resurrection of both the saved and lost; those that are saved unto the resurrection of eternal life, and those that are lost unto the resurrection of eternal damnation.
We believe in the imminent, visible return of Christ and the pre-tribulational rapture of the saints.
We believe in the obligation of every believer to live a holy life and witness to the lost of the saving power of Jesus Christ.
!112
Spiritual Indicators are measured through Teacher/Student Spiritual Related Survey Questions.
!113
Teachers encourage students to pray about serving the Lord in full-time
Christian ministry.
0%
25%
50%
75%
100%
Strongly Disagree Neutral Strongly Agree
Teachers Students
TEACHER\STUDENT SPIRITUAL-RELATED SURVEY QUESTIONS
Teachers are good Christian role models.
0%
25%
50%
75%
100%
Strongly Disagree Neutral Strongly Agree
Teachers Students
Teachers and other adults are treated with respect by the students.
0%
25%
50%
75%
100%
Strongly Disagree Neutral Strongly Agree
Teachers Students
Church attendance is an essential part of my life.
0%
25%
50%
75%
100%
Strongly Disagree Neutral Strongly Agree
Teachers Students
!114
Alumni were given a survey to measure their involvement in spiritual matters.
!115
Years since you graduated from FRCS
24%
16%
7% 22%
31%
1-5 6-10 11-15 16-20 20+
I attend church.
5%9%
86%
Regularly Usually Occassionally
Indicate the extent of your involvement at your church.
7%
23%
70%
I am a member and currently serve in ministry at my church.I attend but am not involved in ministry at my church.I am currently not a member of a church.
Do you feel FRCS prepared you spiritually for life after graduation?
4%
40%56%
Very much In some ways Marginally
Alumni Survey Results | 2016
!116
DESCRIPTIVE SPIRITUAL INDICATORS REPORT In preparing this report, we have added a recent survey of our alumni in the area of spiritual matters. Data from the past Student and Teacher Surveys was also used.
The Committee is also preparing more specific interview and survey questions for parents and students that will guide the Committee to a more realistic conclusion.
P R O F E S S I O N A L I N D E X E S
S P I R I T U A L I N D I C AT O R S
S U R V E Y S A N D I N T E R V I E W S
S T U D E N T A C H I E V E M E N T
D E M O G R A P H I C S
S C H O O L P R O F I L E O V E R V I E W
MISSION, BELIEFS, AND VIS ION
INTRODUCTION
S C H O O L F E AT U R E S
S T R AT E G I C A C T I O N P L A N
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Professional index description includes the summary of employee database, certification guidelines, years of teaching experience, teachers' highest degree level, and current TACS certification held by FRCS teachers.
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School Name: Franklin Road Christian
City Murfreesboro, TN Date Submitted 9/15/15
Administrator Kenton Kramer
Date Updated 9/15/15 !
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Bryant,!Jimmy 40865366890 3659 2 40 230,232,234,260 Aug.!'19 II Math!Ed/PE ! 16 17 0 14 Alg.!I,!Bible/Ldrship,!Geom,!Stats,!Comp.!Sc.FT YChoquette,!Nicole 02967468163 3661 2 2 20 Aug.'19 II Elem.!Ed. English 12 51 2 First!Grade FT YClaiborne,!Adam 41066962650 II History!Ed. English!Ed 38 22 JH/SH!History FT YClaiborne,!Liz 61366463298 II Elem.!Ed. 40 30 Third!Grade FT YClayton,!Bethany 21462762735 3603 2 40 225,280 Aug.'18 IV English Home!Ec. 30 27 3 Jr.!High!English,Lit!Comp,Home!Ec FT YClayton,!Luke 41963769455 2054 3 40 260 Aug.'15 II Church!Min. 40 0 3 Bible,!Media!Productions FT YCopeland,!Christy 41266169306 857 Para Aug.'15 II Elem.!Ed. Psych. 16 44 9 Jr.!High!Womanhood PT YCox,!Michelle 31968264814 3600 2 40 225 Aug.'18 IV English Education 16 23 3 English,!PE!(1/2),!Yearbook!(M,W,F),!Teacher!Cadet!(T,TH) FT YDumpert,!Pamela 23463661938 3410 2 20 180 Aug.!'16 II Elem.!Ed. 3 51 1 15 Fourth!Grade FT YHarris,!Jaylyle 40969865824 3412 2 20 180 Aug.!'16 II Elem.!Ed. Sec.!Ed. 20 52 0 27 Fifth!Grade FT YHarris,!Jessica 21863769744 IV Elem.!Ed. Education 36 28 Second!Grade FT YHerting,!Janay 11167264613 3602 2 40 200,230 Aug.'18 IV Math!Ed. Art 16 13 3 Jr.!High!Math,!Int.!Math,!Art FT YJohnson,!Jacki 17265260450 3411 2 20 180 Aug.!'16 II Chris.!Ed. Bible 54 18 0 12 First!Grade FT YJohnson,!Rebecca 04169269202 II Elem.!Ed. 24 56 0 Fourth!Grade FT YKing,!Davina 21769462636 II Music!Ed. Music 29 22 0 9 Third!Grade FT YKramer,!Kenton 27068860483 3559 2 40 243,2516254,256,260 Aug.!'17 IV History!Ed. Bio.!Ed. 18 59 0 8 Administrator,!Bible FT YKramer,!Kenton 27068860483 344 1 10 125,135 Aug.!'17 IV History!Ed. Bio.!Ed. 18 59 0 8 Administrator,!Bible FT YOlsen,!Jimmy 25463368710 856 Para Aug.!'15 0 1 7th!Bible,!PE,!Health FT YOlsen,!Pansy 24462564792 3407 2 40 225,230 Aug.!'16 II Math!Ed. English 16 28 6.5 Preschool!Director FT YParson,!Ginger 41466368385 3658 2 20 180 Aug.!'19 II Elem.!Ed. Music 18 33 1 Sixth!Grade FT YPearson,!Justin 00166261380 3604 2 40 210,225,228 Aug.'18 II Music!Ed. English 16 21 0 11 Music,!Bible!Quiz PT YRobinson,!Deborra 40068266818 3657 2 20 180 Aug.!'19 II Health,!PE 0 32 0 9 Second!Grade FT YStanczak,!David 32065460573 3558 2 40 230,!260 Aug.!'17 IV Aero!Eng/Ed. Bible 23 19 0 27 Alg!I,!Alg!II,!Adv!Math,!Calc,!Bible,!Soc!Sc FT YStidham,!Maria 06865062696 3557 2 20 180 Aug.!'17 II Early!Child. 0 51 5 Kindergarten! FT YStiles,!Sherri 41161364034 858 Para Aug.'15 ! ! ! ! ! 0 13 Kindergarten FT YWarner,!Joel 59560568077 3605 2 40 190,2406243 Aug.'18 II Interdisc.!St. PE 17 26 4 JH/SH!Science FT Y4
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TACS!Certification!Report!Summary!of!Employee!Data!for!Administrators!&!Teachers!
12!
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CERTIFICATION GUIDELINES Teacher certification is a voluntary program (mandatory for teachers and administrators in accredited and agency-approved schools) for Christian school educators serving in the teaching ministry of a member school.
1. Master Professional Certificate: Issued to persons who hold a M.A., M.S., M.R.E., M.E.D., or doctorate degree in education, or an appropriate subject field, and have successfully taught or administered in a Christian school for three years. This certificate is renewable every seven years upon the completion of six graduate semester hours in the field of the applicant’s teaching or administrative endorsement areas.
2. Standard Professional Certificate: Issued to persons who hold a B.A., B.S., or B.R.E. in education or an appropriate subject field. This certificate is renewable every five years upon the completion of six graduate semester hours in the field of the applicant’s teaching endorsement areas.
3. Temporary Professional Certificate: Issued to administrators, elementary, secondary, and special education teachers with an earned degree who assume teaching responsibilities outside the area of the applicant’s college training, or within the area of the applicant’s college training but lacking the number of semester hours prescribed. This certificate is renewable yearly provided the holder earns six semester hours applicable toward a Standard Professional Certificate before applying for renewal. The Temporary Professional Certificate can be renewed a maximum of five times.
4. Semi-Professional Certificate: Issued to applicants with an Associate of Arts Degree, or its equivalent, and who have little or no college training in the field of education, as an emergency measure when a Christian school has been unable to obtain trained persons with four-year degrees. This certificate is issued one year and may be renewed only if the holder earns six semester hours toward a B.A., B.S., or B.R.E. degree. This certificate is not interpreted as a teaching certificate equivalent to a Temporary, Standard, or Master Professional. It is a temporary program necessitated by the expansion of Christian schools. The Semi-Professional Certificate can be renewed a maximum of five times.
5. Para-Professional Certificate: Designed to reflect the ministry of helping in schools, which utilize the individualized (e.g. Accelerated Christian Education, Alpha Omega) approach to teaching. It is for monitors ministering in an individualized or traditional curriculum school working under the supervision of educationally qualified teachers. This certificate is for one year and may be renewed upon the presentation of proof of attendance at in-service programs offered by similar organizations.
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TEACHING YEARS EXPERIENCE BY DEPARTMENT | 2015-2016
Female165
Male75
Male Female
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TEACHERS’ HIGHEST DEGREE LEVEL | 2015-2016
0%
25%
50%
75%
100%
Administration Jr. / Sr. High Elementary
Bachelor Master Associate
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CERTIFICATION HELD BY FRCS TEACHERS
3
5
16
Standard Temporary Paraprofessional
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DESCRIPTIVE PROFESSIONAL INDEXES REPORT The Summary of Employee Data gives a descriptive picture of the faculty’s teaching
experience, degrees, and teaching certificates.
All teachers are certified through TACS. The 2015 TACS Accreditation Team commended the school on its low teacher turnover rate.
P R O F E S S I O N A L I N D E X E S
S P I R I T U A L I N D I C AT O R S
S U R V E Y S A N D I N T E R V I E W S
S T U D E N T A C H I E V E M E N T
D E M O G R A P H I C S
S C H O O L P R O F I L E O V E R V I E W
MISSION, BELIEFS, AND VIS ION
INTRODUCTION
S C H O O L F E AT U R E S
S T R AT E G I C A C T I O N P L A N
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The Educational Guidelines describe the major policies governing the school, including the teaching requirements, health requirements, and testing requirements.
The General, College-Prep, and Honors Diplomas identify the required course offerings for each diploma.
The Course Offerings for K5 through twelve are listed by grade level. Some secondary courses can be taken at different grade levels.
The General School Features show the grading scale, grade calculation policies, and other school features.
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EDUCATIONAL GUIDELINES1. The length of the school year must include 180 days of school, not including pre- and
post-in-service training days, professional days, and days missed for inclement weather (State law T.C.A. 49-50-801).
2. The length of the school day equals or exceeds 7 hours per day for 180 days per school year.
3. High school classes meet a minimum of 45 minutes per class period.
4. Junior high school classes should meet a minimum of 45 minutes per class period.
5. The number of high school class periods will vary from 7 to 8 per day depending on the length of the school day and the number of minutes allocated for each class period.
6. The number of junior high school class periods will vary from 7 to 8 per school day depending on the length of the school day and the number of minutes allocated for each class period.
7. The number of high school credits applicable toward a high school diploma must equal or exceed 26 credits of course work in grades 9–12.
8. The academic qualifications for classroom teachers must equal or exceed a 4-year college degree in the specialized field of the major assigned teaching responsibilities.
9. The academic qualifications for part-time and full-time school administrators must exceed a bachelor’s degree with special emphasis placed upon administration courses.
10. Schools must adopt and promote health, safety, and sanitation standards.
11. Schools must test all students each school year with a standardized achievement test.
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Kindergarten Bible Reading Phonics Writing Arithmetic Spelling History Science Music Art Physical Education
1st Bible Reading Phonics Writing Arithmetic Spelling History Science Music Art Physical Education
2nd Bible Reading Phonics Writing Arithmetic Spelling History Science Music Art Physical Education Language Computer
3rd Bible Reading Phonics Writing Arithmetic Spelling History Science Music Art Physical Education Language Computer
4th Bible Band Reading Arithmetic Spelling History Science Music Art Physical Education Health Language Computer
5th Bible Band Reading Arithmetic Spelling History Science Music Art Physical Education Health Language Computer
6th Bible Band Reading Arithmetic Spelling History Science Music Art Physical Education Health Language Computer
7th Bible Band English Lit. Comp. Mathematics Spelling Tennessee History Life Science Choir/Ensemble Visual Arts Drawing Physical Education Leadership Womanhood
8th Bible Band English Lit. Comp. Mathematics Spelling Geography Earth Science Choir/Ensemble Visual Arts Drawing Physical Education Leadership Womanhood Sewing
COURSES OFFERED Grade Levels and Subjects
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COURSE TITLE GRADE LEVEL MINIMUM CREDITS
New Testament Survey 9 1Bible Doctrines I 10 1Bible Doctrines II 11 1
Apologetics 12 1General Mathematics 9 1
Algebra I 9 1Intermediate Math 10 1
Algebra II 10 1Geometry/Advanced Math 11 1
Calculus/Statistics 12 1English I 9 1English II 10 1English III 11 1English IV 12 1SPEECH 12 1
SPANISH I & II 11,12 2Biology 9 1
Physical Science 10 1Chemistry 11 1Physics 12 1
World History 9 1U.S. History 10 1
U. S. Government/Economics 11 1Keyboarding 10 1
Computer Science 10 1Media Production 11,12 0.5
Teacher Cadet 11,12 1General Music 9, 10, 11, 12 4
Band 7-12 1Visual Arts 7-12 0.5Drawing 7-12 0.5
Health Education 9 1Physical Education 9, 10 0.5
Sewing 9 1Home Economics 11,12 0.5On-Line Learning: 9-12 1
BIB
LE
MAT
HEM
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SLA
NGUA
GE
ARTS
SCIE
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COURSES OFFEREDSO
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STUD
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BUSI
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FINE
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GENERALRequired Credits
Bible 4
English 4
Math* 4
Science** 3
American History 1
World History or World Geography 1
Economics 0.5
Government 0.5
Computer Education 1
Speech 1
PE 0.5
Health 1
Personal Finance 0.5
Foreign Language 2
Fine Arts 1
Electives 1
Total 26* Algebra II ** Biology, Physical Science, Chemistry
COLLEGE PREPARATORYRequired Credits
Bible 4
English 4
Math* 4
Science** 3
American History 1
World History or World Geography 1
Economics 0.5
Government 0.5
Computer Education 1
Speech 1
PE 0.5
Health 1
Personal Finance 0.5
Foreign Language 2
Fine Arts 1
Electives 1
Total 26* Advanced Math ** Biology, Physical Science, Chemistry
HONORSStudents must take the College Preparatory track with the addition of Calculus and Physics
with a total of 26 credits.
DIPLOMAS OFFERED
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GENERAL SCHOOL FEATURES 1. Grading Scale 99-100 = A+ 80-82 = C+ 64 and below = F 95-98 = A 76-79 = C 93-94 = A- 73-75 = C- I = Incomplete 90-92 = B+ 71-72 = D+ U = Unsatisfactory 86-89 = B 67-70 = D S = Satisfactory 83-85 = B- 65-66 = D- 2. Teachers’ in-service and school vacation days are listed on the school calendar.
3. School year: 180 days. School begins the third Monday of August.
4. The school year is divided into four 9-week periods.
5. Holidays: Labor Day, Thanksgiving, Christmas break, Easter/spring break, Memorial
Day.
6. Discipline policies are listed in the Parent-Student Handbook.
7. State and federal health, safety, and sanitation laws are enforced.
8. Entrance exams are required for new students enrolling in grades K through
twelve.
9. Job descriptions for paid employees are on file in the administrator’s office.
10. Franklin Road Christian School admits students of any race, color, nationality, and
ethnic origin to all rights, privileges, programs, and activities generally accorded
or made available to students.
11. Enrollment and tuition information is available in the administrator’s office.
12. School dress code standards are listed in the student handbook.
13. Parents are encouraged to attend all parent-teacher meetings.
14. Parent-teacher conferences are held periodically to aide in good communication.
15. Homework can be assigned on any night except Wednesday.
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ELEMENTARY
Academic Testing Bible Sword Drill Old Testament Bible Knowledge | Isaiah New Testament Bible Knowledge 2 Timothy, Titus, Philemon, Hebrews, James
Vocal Solo> male and female Woodwind Solo or Brass Solo String Solo Piano Solo > Sacred, Classical
Religious/Dramatic Interpretation Oral Interpretation of Poetry Humorous Interpretation Bible Reading
Calligraphy Crayon Poster Watercolor Oil painting Acrylic Painting Sculpture Textiles Crafts Printmaking Woodworking Mixed Media
Spelling Bee
Chess
Creative Writing
Music Groups
HIGH SCHOOL
Academic Testing Old Testament Bible Knowledge | Isaiah New Testament Bible Knowledge 2 Timothy, Titus, Philemon, Hebrews, James Bible Quizzing Bible Memory: Prayer Bible Teaching Bible Preaching Expository, Evangelistic, Topical
Instrumental Percussion Solo Vocal Solo | Male and Female Woodwind Solo / Brass Solo String Solo Piano Solo | Sacred, Classical Piano Duet | Sacred, Classical Sacred Piano / Organ Duet
Debate Dramatic Interpretation Oral Interpretation of Poetry Religious Reading Declamation Humorous Interpretation Duet Acting Original Persuasive Oratory Extemporaneous Speaking Oral Interpretation of Scripture Readers’ Theatre Choric Speaking
Sculpture Textiles Woodworking Crafts Calligraphy Printmaking Watercolor Oil painting Acrylic Painting Mixed Media Monochromatic Drawing Polychromatic Drawing Photography | still life, landscaping & architecture, people and animal, digital media
Spelling Bee, Chess, Creative Writing
FINE ARTS COMPETITION
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ELEMENTARY GIRLS Soccer Ages 4-12 Basketball Ages 7-12 Softball Ages 4-12
Middle School GIRLS Basketball Grades 6-8
GIRLS (GRADES 7-12) Volleyball Grades 7-12 Golf Grades 7-12 Basketball Grades 7-12 CheerleadingGrades 7-12 Softball Grades 7-12 Soccer Grades 7-12
ELEMENTARY BOYS Soccer Ages 4-12 Basketball Ages 7-12 Baseball Ages 4-12
Middle School Boys Soccer Grades 6-8 Basketball Grades 6-8 Baseball Grades 6-8
BOYS (GRADES 7-12) Golf Grades 7-12 Basketball Grades 7-12 Baseball Grades 7-12 Soccer Grades 7-12
SPORTS OFFERED AT FRCS
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The Income/Expenses/Tuition Report for Franklin Road Christian School shows the total income, total expenses, and tuition plotted by graph to give an overview of the school’s finances.
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$550,000
$1,100,000
$1,650,000
$2,200,000
2011-2012 2012-2013 2013-2014 2014-2015 2015-2016Income Expenses
INCOME | EXPENSES | TUITION
STUDENT TUTION BY YEAR
$3,325
$3,650
$3,975
$4,300
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
INCOME SOURCES | 2015-2016
2%
98%
Tuition Fundraising
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FRCS is labeled a Category II school which is defined as “a private school that meets the accreditation and agency-approval standards and guidelines promulgated by The Association [Tennessee Association of Christian Schools], which are also approved by the Tennessee State Board of Education and recognized by the Tennessee State Department of Education.” FRCS is also accredited by the Southern Association of Colleges and Schools (SACS).
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ACCREDITATIONAccreditation is voluntary. It is not an attempt to license or regulate. In order to become accredited, a school must exhibit a philosophy of education that is in conformity with biblical standards, demonstrate that the school’s program is in agreement with that philosophy, and meet certain standards and criteria that are generally acceptable to quality Christian schools. A school voluntarily enters accreditation and may withdraw at any time.
The concepts of being approved, seeking counsel, and performing a self-analysis are biblical. Such verses as Romans 12:17; II Corinthians 8:21; Romans 14:8, 18; Philippians 1:10; James 1:22-25; Proverbs 15:22; and others speak of these concepts. The Bible exhorts Christians to be self-governed with the aid of the Holy Spirit and to seek wise counselors as they endeavor to gain wisdom and stature. Counselors must be spiritually wise to give proper biblical counsel. The process of accreditation strengthens a school through self-analysis and then provides the added benefit of wise counselors in the form of an on-site evaluation committee (team).
The accreditation process is more than just a means by which a school is held accountable to what it says it does; it is also a means for stimulating introspection. Introspection, or self-study, is not an end in itself, nor is it simply a means to conform a school to a set of prescribed standards. When a school attempts to improve because it desires to do the best it can in service to Christ, the self-study truly makes an impact on the school.
The accreditation process has two primary purposes. First, it facilitates the association’s task of holding individual schools accountable both to the standards held in common and the school’s own unique goals and objectives. Second, and more important than the first, is to assist a member school in its efforts of self-evaluation, analysis, and improvement. The self-study process is a major ingredient in both of these purposes.
The self-study is a process—not just a document. The document serves to report on the process and is the means of sharing the process with individuals who were not participants in the self-study. The document is a by-product of the process. The process focuses on an analysis of every facet of the school and of the stated purpose of self-improvement. The document reports what has been discovered by the analysis, the strengths and weaknesses identified, actions either taken or being considered, and similar data. Openness to discover and analyze the real situation and not simply to defend the status quo will add value to the process.
FRCS is labeled a Category II school which is defined as “a private school that meets the accreditation and agency-approval standards and guidelines promulgated by The Association [Tennessee Association of Christian Schools], which are also approved the the Tennessee State Board of Education and recognized by the Tennessee State Department of Education.” FRCS is also accredited by the Southern Association of Colleges and Schools.
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The Scope and Sequence of FRCS is listed to show the major concepts that are taught at each grade level.
The fifth grade Math Course Introduction, Course Outline, Biblical Target Performance Objectives, and Target Performance Objectives illustrate how goals and target performance objectives are labeled, written, and formatted. Core Objectives are marked in bold. This format is used by all Franklin Road Christian School teachers.
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PHONICS
WRITING
NUMBERS
READINESS
LANGUAGEDEVELOP.
BIBLE
PHONICS
WRITING
NUMBERS
Name, sound (both short and long), picture for the 5 vowels
Name, sound, picture for the 21 consonants
Blending a consonant with a vowelSounding blendsReading CirclesOne vowel rule
Marking short vowelsReading sentences
Counting 1-50Recognize and understand concept of 1-10
Forming 1-5Number family conceptConcept of larger and smaller
Before and after numbersConcept of more and less
CreationAdam and EveNoahIsaacJosephBaby MosesHannahSamuel
DavidElishaNamanDanielThe First ThanksgivingQueen EstherJonahJesus is Born
Jesus’ BoyhoodJesus’ MiraclesHeavenParablesResurrection WeekWeekly Bible verse memorization
P PRESCHOOL
Lower case and upper case vowels Lower case and upper case consonants Tracing their name
DEVELOP LANGUAGE AND LISTENING SKILLS THROUGH 99 TOPICAL STUDIES INCLUDING:ANIMALS AND THEIR HABITATS:Ants, arctic animals, bears, butterflies,
birds, cats, camels, ducks, dogs, forest animals, hummingbirds, insects, jellyfish, jungle animals, koalas, ladybugs, lambs, mice, ostriches, pandas, rabbits, reptiles, underground animals, woodpeckers
COUNTRIES AROUND THE WORLD:Canada, England, Israel, Japan, Australia,
Mexico, The Netherlands, land of Africa
HEALTH, SAFETY, MANNERS:God made me, healthy bodies, kitchen
safety, manners, neighbors
SENSES: tasting and smelling, seeing, hearing, touching
COMMUNITY HELPERS: doctor, dentist, firefighter, letter carrier, nurse, pastor, police officer, veterinarian
CHARACTER DEVELOPMENT: kindness, listening, obeying quickly, being quiet
SCIENCE: apples, eggs, Edison and light bulb, flowers, garden, magnets,
night, jungle, peanuts, pond, rain forest, rubber, sea, spring and fall seasons, summer and winter seasons, vegetables, water, wind and weather, zinnias
MISCELLANEOUS TOPICS: Rainbow colors, What color is it?,
shapes and shape pictures, astronaut, buses and boats, cars, Eskimos, family, farm, games, Here we go!, groceries, house, Indians, jelly, jam, juice, jellybeans, names, olives, opposites, pairs of things, quarter, quilt, reading, telephone, transportation, yarn, zipper, zoo
Coloring SkillsProper cutting Skills
TracingStories with character development
Fine motor skills including: lacing, beading, puzzles, play dough, etc.
Name, sound (both short and long), picture for the 5 vowels
Name, sound, picture for the 21 consonants
Blending a consonant with a vowel
Sounding blends and one vowel wordsReading CirclesOne vowel ruleMarking short vowelsReading sentences
Two vowel ruleMarking long and silent vowel soundsBuilding speed in readingIncrease smoothness
Lower case and upper case vowelsLower case and upper case consonantsLower case blends
Lower case one vowel wordsLetters, blends, and words in upper
case /lower case
Their nameCopy manuscript from board
Counting 1-100Recognize and understand concept of 1-20
Forming 1-9 and writing 10-20Number family conceptConcept of larger and smaller
Before and after numbersConcept of more and lessSimple combinations
K4 PRESCHOOL Readiness, Lang. Dev., & Bible Above
SAM
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OPI
CS
FOR
3
YR
OLD
S &
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4
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PHONICSRecognition of name, sound, and
picture of long and short vowels and consonants
Sounding of blends, one- and two-vowel words, and words with special sounds
Beginning phonics rules and special sounds
Recognition of sight wordsIdentify and mark one- and two-vowel
words Rule for double consonants in a word
READINGReading of sentences and stories from
twelve books containing one- and two-vowel words and special sounds
Comprehension of stories read Follow the story as students read orallyRead with speed and accuracy Recognize the title of a story
LANGUAGERecognition of sentences by capital
letters, punctuation marks(period, question mark, exclamation point, comma, quotation, apostrophe),
and complete thoughts Rhyming wordsOpposites
MANUSCRIPT WRITINGLetters, blends, words, and sentencesName Proper spacing Upper and lowercase lettersTracing Proper posture Hold pencil correctly Publish a class book
POETRYRecite poems from memory
PLANTSKnowledge of seeds
ANIMALSGod’s plan for animalsGod’s plan for the seashore
HEALTH AND HUMAN BIOLOGYGod’s plan for meKnowledge of the five senses
EARTH AND SPACEGod’s plan for weatherGod’s plan for seasons
LANGUAGEARTS
HISTORY
SCIENCE
MATH
BIBLE
READINESS
COMMUNITY HELPERSKnowledge of the leaders in our
community and their job descriptionsHealth and safety
CHILDREN OF THE WORLDDevelop a knowledge and appreciation
of the cultures of different countries
AMERICA: OUR GREAT COUNTRYKnowledge of people and symbols
related to the history of the United States
Map skills
Number recognition, counting and writing 1-100
Number concepts 1-100Numbers before and after 1-100Numbers largest and smallest 1-100Counting and writing by 10s to 100Counting and writing by 5s to 100Counting and writing by 2s to 100Recognizing number words 1-10
Recognizing ordinal numbers 1st through 10th
Value of coins (penny, nickel, dime, and quarter)Value of dollar billTelling time (hour, half-hour, and
quarter)Using the calendar (day, month, year)Days of the week
Months in a year Addition facts through 10One step story problems in additionBeginning subtraction Measurements (inches, half fractions)Shapes PatternsLeft and right Bar graph
PreSchool KINDERGARTEN K5
BIBLE SONGS
MEMORY VERSES A!Z
BIBLE DOCTRINESCreationOrigin of SinCain and AbelDefinition of SacrificeLife of Enoch
Noah and the ArkTower of BabelAbraham and LotIsaac and IshmaelJacob and JosephThanksgiving/ThankfulnessLife of ChristBoyhood to ResurrectionMiracles Disciples
Who is SatanLazarus and the Rich ManZacchaeusMary, Martha, and Lazarus HeavenSpiritual growthTithingPrayerSalvation SeriesMissionaries
DEVELOP MOTOR COORDINATION SKILLS ColoringTracingCutting Hold pencil properly
LISTENING AND THINKING SKILLSState name, address, and phone
number Classifying items
ART KNOWLEDGEIdentify color wordsProperly coloring within the lines with
no white space
Hold art supplies correctly (scissors, crayons, and glue)
SOCIAL AND PERSONAL SKILLS VISUAL PERCEPTION SKILLSRecognize colors PuzzlesDrawing
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1st Lower Elementary
PHONICS AND READINGReview of vowels, consonants, one-and two-
vowel words, consonant blendsRecognition and use of all phonics special
sounds in readingSpelling rules: doubling consonants,
dropping silent “e”, changing “y” to “i”Oral reading
MANUSCRIPT WRITINGReview of letter formation
SPELLINGWeekly phonics-based word list
POETRYEight poems committed to memory
CREATIVE WRITINGWriting complete sentences and short
storiesWriting thank you notesWrite Journal entriesWrite original rhymes and poemsCreate a collaborative book
LANGUAGECapitalization of first word in a sentence,
proper names, days of the week, and months of the year
Correct punctuation at the ends of sentences
Recognition of complete sentencesWords using suffixes, prefixes, syllables,
opposite words, same meaning words, and contractions
Alphabetizing of wordsNouns Verbs
HEALTH AND HUMAN BIOLOGY
My hands, hair, eyes, ears, nose, tongue, skin
ENERGYAir/Wind
Wheels/RampsMagnets
ANIMALSBabies that live in pockets/HatchElephants/TurtlesDucks/Owls
INSECTS What is an insect/Ants
PLANTSPlants to liveFlowers, Seeds and FruitsRoots, Stems, and Leaves
SEASONSWinter/Spring/Summer/FallSunflower's Year/Squirrel's Year
LANGUAGEARTS
SOCIALSTUDIES
SCIENCE
BIBLE
ART
HISTORYRecognition of America's symbols:
the flag, the Great Seal, the eagle, the Liberty Bell, Uncle Sam, the Statue of Liberty
Review coinsFreedom of Worship/Speech/
Press/AssemblyThe PilgrimsThe First ThanksgivingGeorge WashingtonPaul RevereBenjamin FranklinAbraham LincolnRecognize how America has
grownRecognize how communication
has changed in AmericaRecognize how travel has changed in AmericaImportant places in America:Plymouth Rock/Plantation
Niagara FallsFort McHenryWashington, D.C.Williamsburg, VAMississippi RiverThe Great PlainsMount RushmoreYellowstone National ParkThe Grand Teton National ParkThe Rocky MountainsThe Grand CanyonThe Navajo IndiansDeath ValleyYosemite National ParkSan FransiscoThe Pacific CoastSongs of America
GEOGRAPHYMexicoPeruVirgin Islands
Puerto RicoBahamasEnglandThe NetherlandsNorwayFranceGermanySwitzerlandItalyIsraelEgyptKenyaIndiaChinaAustraliaGuamAmerican SamoaBeginning map skillsItalyIsraelEgyptKenya
IndiaChinaAustraliaGuamAmerican SamoaMap skills
SOCIAL STUDIESCommunity helpers and their
jobs:PastorFirefighters/Police OfficersTeachersDoctors/Nurses/DentistsFarmersBakers/Waiters and WaitressesMayorsPostal EmployeesWhat they want to beCompare communities
SALVATIONHeaven—A beautiful homeAdam—How sin beganCrucifixion/Resurrection of ChristHow to grow Spiritually
CREATIONLight/Sky and watersDry land and plantsSun, moon, and starsSea creatures and birdsAnimals/ManGod RestedThe creation of EveThe Garden of EdenCain and Abel
ENOCH, NOAH AND BABELEnoch—the man who went to
Heaven without dyingNoah and the ArkThe Tower of Babel
ABRAHAM AND ISAACGod calls AbramLot chooses the best landGod promises Abram a sonAbraham's guests destroy
Sodom
Isaac and IshmaelOffering of IsaacA bride for Isaac
JACOBEsau sold his birthrightJacob's deception Jacob's ladderJacob wrestles with the angelJacob returns
JOSEPHJoseph's dreams/slaveryJoseph in Pharaoh's palaceJoseph's brothers visit Egypt
FIRST THANKSGIVINGA stormy voyageArrival in the new worldSquanto’s help and friendshipFirst ThanksgivingA National Holiday
FIRST CHRISTMASPromise/Birth of the SaviorAngels bring the news to the
shepherdsWise men worship the KingFlight into Egypt
BOYHOOD AND EARLY MINISTRY OF JESUS
Boy JesusThe baptism/temptation of JesusThe first disciples/First miraclesNicodemus
JESUS HEALS AND HELPSThe woman at the wellJesus heals a nobleman's sonJesus goes to the synagogue in
NazarethBlind BartimaeusJesus heals Jairus's daughter Jesus and the children/the Lost
lambThe feeding of the five thousandJesus walks on water
LATER MINISTRY OF JESUSJesus stills the stormThe transfigurationJesus and the lepersLazarus and the rich manThe rich young rulerZacchaeusMary, Martha and Lazarus
CRUCIFIXION & RESURRECTION
The triumphal entryThe last supperThe Garden of GethsemaneThe judgment hallThe Crucifixion/ResurrectionEmmaus and the upper roomBreakfast on the shore with JesusThe Ascension
THE LIFE OF PAULGod gives power to witnessThe stoning of StephenSaul's salvationBarnabas befriends SaulPaul's first missionary journeyPaul's Macedonian VisionThe Philippian jailerPaul goes to Thessalonica, Berea,
Mars' Hill, and EphesusPaul arrested in JerusalemPaul before governors and kingsPaul is shipwrecked/Rome arrivalPaul's letters from prison
Development of art techniques in multiple types of media
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Lower Elementary FIRST GRADE MATH NUMBERS AND OPERATIONS
NUMBER SENSE AND NUMERATIONCount by 1's, 2's, 5's, 10's, 100'sCount backwardMatch sets and numbersCount and group numbers in tens and onesUse expanded form to represent numbersWrite digits 0-9Write numbers using wordsWhole numbers to 30, 100; 1,000Identify numbers before, after, and betweenIdentify numbers on a hundred number chartCompare 1- and/or 2-digit whole numbersOrder 1- and/or 2-digit whole numbersRound numbers to the nearest tenIdentify place value for each digit in numbers
to 100 and 1,000Represent 2-digit whole numbers using
concrete materials and/or picturesRepresent 3-digit or larger whole numbers
using concrete materials and/or picturesEquivalent setsEstimate and count collections of objectsRepresent equivalent forms of the same
numberCompare sets of objects and identifies sets
with more, fewer, and the sameIdentify sets with the greatest and least
number of objectsRename numbers using regroupingIdentify rational numbers from pictures and
draws pictures to show rational numbersLocate rational numbers on a number lineIdentify even and odd numbers/ordinal
positionIdentify and creates pairsIdentify dozen and half dozen
CONCEPTS OF WHOLE NUMBER OPERATIONS
Meaning of addition/subtraction/multiplication/division
Addition/subtraction/multiplication/division situations
Use manipulatives to model and solve addition/subtraction/multiplication/division problems
Draw pictures to model and solve addition/subtraction/multiplication/division
problemsCreate addition/subtraction/multiplication/
division problem situationsWrite number sentences to show addition/
subtraction/multiplication/divisionIdentify addends, sums, and differencesIdentify and use the commutative and
associative properties of addition/subtraction/multiplication
Use the inverse relationship between subtraction and addition to check answers
Write addition and subtraction fact families
WHOLE NUMBER COMPUTATIONADDITIONUses concrete objects or pictures to model
and solve addition problemsIdentifies one more/ten more than a numberMasters addition facts to 18Identifies missing addendsEstimates a sumAdds using mental computationAdds three or more single-digit numbersAdds 2-digit numbers without regroupingAdds two 2- or 3-digit numbersUse addition to check subtraction problemsSolve problems involving addition
SUBTRACTIONUse concrete objects or pictures to model and solve subtraction problemsIdentify one less than a numberIdentify ten less than a numberMaster subtraction facts with minuends to 10Check subtraction answers using additionSubtract 2-digit numbers without regroupingSolve problems involving subtraction
DIVISIONDivide sets of objects into equal groups Divide by 2Solve problems involving division
FRACTIONS AND DECIMALSIdentify one half and/or one fourth of a wholeIdentify a fractional part of a whole
Write a fraction to show a part of a wholeFind half of a set of objectsIdentify a fractional part of a setCompare fractions
MONEYIdentify and counts pennies/dimes/nickels/
quartersIdentify one-dollar billsFind the value of a set of coinsTrade pennies for dimes and nickelsRead and write money amounts to $1.00 using dollar and cent symbolsSelect coins for a given amountPay for items and/or make change using coinsCount bills/Pay for items using billsAdd and subtract money amounts (decimals)
MEASUREMENTCALENDAR AND TIMEIdentify today's dateIdentify dates on a calendarSolve problems using a calendarIdentify yesterday, today, and tomorrowIdentify days of the week and/or months of
the yearIdentify morning, afternoon, evening, and
nightUse digital and analog clocks to tell and show
timeTell and show time to the hour/half hourSequence daily eventsOrder events by time
TEMPERATUREIdentify cold, cool, warm, and/or hotCompare differences in hourly, daily, and/or seasonal temperatureRead a Fahrenheit thermometer
LINEAR MEASURECompare the length or height of objectsOrder objects by length or heightCreate a measuring toolEstimate and measure length or distance using
nonstandard units Select and/or use appropriate tools for
measuring lengthDraw line segments using customary unitsMeasure length/draw lines using metric unitsCompare the size of the unit and the number
of units used to measure an object
WEIGHT (MASS)Compare and orders objects by weightEstimate/Weigh objects using nonstandard
unitsSelect and/or use appropriate tools for
weighing
CAPACITYCompare and/or orders containers by capacityIdentify customary and/or metric units of
capacitySelect and/or use appropriate tools for
measuring capacityEstimate/Measure capacityIdentify and uses measuring cups
AREA, PERIMETER, AND VOLUMECompare and order objects by sizes Find area using nonstandard unitsEstimate area
GEOMETRYSPATIAL RELATIONSHIPS AND GEOMETRIC
SHAPESIdentify first, last, between, and middleDescribe, compare, and order concrete
objects by relative position and attributesGive and follow directions about locationArrange and describe objects in relative spaceMake and cover designs with pattern blocks
or tangramsMake and copy designs on a geoboardCreate, identify, and/or draw congruent
shapes, designs, and/or line segmentsCombine geometric shapes to make new
shapesIdentify, describe, sort, and/or compare two-
dimensional geometric shapesIdentify, describe, and classify polygons/angles
and sides/concrete objects by attributeIdentify angles and sidesIdentify, describe, sort, compare, and/or
construct three-dimensional geometric solids
TRANSFORMATIONS AND SYMMETRYIdentify and draw a line of symmetry and/or
creates symmetrical designs
PATTERNS, ALGEBRA, AND FUNCTIONSPATTERNS AND SEQUENCESIdentify, read, and extend patterns in shapes,
colors, designs and/or numbersIdentify the missing shape or design in a
repeating pattern/ missing number in a sequence
Identify the missing item(s) in an array or matrix
READINESS FOR ALGEBRAIC REASONINGConstructs a number line and/or locates points
on a number line
RELATIONS AND FUNCTIONSWrite and solve number sentences for
problems involving addition or subtraction Create problems for addition and subtraction
number sentencesUse comparison symbolsRepresent an unknown using a symbol
STATISTICS, DATA ANALYSIS, AND PROBABILITY
DATA AND STATISTICSSort and classify objects by common attributesIdentify a sorting ruleTally dataCollect and sort dataFind the range and mode of a set of data
GRAPHINGMake a real graphGraph a picture on a pictograph/data on a bar
graph, less, and/or same on a graphIdentify most, more, fewestDraw conclusions, answer questions, and write
observations about a graph
PROBABILITYDescribe the likelihood of an eventConduct a probability experimentPredict the outcome of a probability
experiment
PROBLEM SOLVINGDEVELOPING SKILLS FOR PROBLEM
SOLVINGIdentify steps in a process Classify and categorize informationIdentify important/unimportant informationLook for a patternMake predictionsChoose appropriate methods for finding the
answers to problems
STRATEGIES FOR PROBLEM SOLVINGAct out a problem or makes a modelDraw a pictureGuess, check, and reviseLook for a patternUse logical reasoningWrite a number sentenceMake an organized list/table or chart
COMMUNICATIONQuestions and responsesWork with partners or in groupsCommunicate mathematical ideas through
objects, words, pictures, numbers, technology, and symbols
Write about math
MATHEMATICAL REASONINGRecognize patternsClassify and sort/EstimateSolve spatial problemsExplain an answer
CONNECTIONSConnect math to everyday lifeConnect math to science
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2nd Lower Elementary
PHONICS/READING Review long/short vowels, blends,
consonant blendsRecognition and use of all phonics
special soundsReview spelling rules for adding suffixesReview use of capital letters/
punctuation marksSyllables/root words/suffixes/prefixesDevelop accuracy/confidence/
expression/fluency and pronunciation in oral reading
SPELLING/POETRY Weekly phonics-based word lists and tests
Vocabulary words and definitions second semester
Alphabetical order/dictionary skillsMemorization of poetry
CURSIVE WRITING Letter formation/connecting
letters Daily practice in all academic areas
LANGUAGE Capitalization RulesPunctuation RulesComplete sentences/paragraphsPrefixes/suffixes/root wordsSynonyms/antonyms/homonymsSingular/plural
Writing stories/letters/thank-you notesChronological orderWord usages rulesAlphabetical order/dictionary skillsKinds of sentences/punctuation marksRhyming words/compound wordsAbbreviationsContractionsSyllables/accentedJournal
CREATIVE WRITING Prewriting, writing, revising, editing,
publishing a bookIntroduce new writing venues including
poetry
PLANT WORLD Creation/parts of plants/growth process
ANIMAL WORLD Kinds of animal/insects
EARTH/SKY Earth and weather
HEALTH Our body and how to care for it
PHYSICAL SCIENCE Air around us/matter
SPACE Earth/moon/stars CONSERVATION How things work together
LANGUAGEARTS
HISTORY & GEOGRAPHY
SCIENCE
BIBLE
ART
GEOGRAPHY Beginning map skills-directions and map keyGlobeReading map symbolsContinents and oceansTracing routesMap-making
WORLD HISTORY Develop Christian world-view/Missions Explorers
AMERICAN HISTORYNative Americans Settlements-Jamestown and PlymouthColumbus and the New World
CULTURE Biblical world-viewFamily and family treesChanges in technologyTransportationDiverse Native American cultures
GOVERNMENT Community/state/national leaders United States CapitalNational symbols and monuments
SOCIAL STUDIES SKILLSPrimary sourcesGraphic organizers/charts/graphs/
diagramsTime lineCompare/contrast main ideas &
concepts
SALVATION SERIES Heaven-A beautiful home Adam-How sin beganCrucifixion of ChristResurrection of ChristHow to grow Spiritually
LIFE OF MOSES– SERIES 1The baby in the riverThe burning bush The contest with PharaohThe first nine plagues The PassoverCrossing the Red Sea
LIFE OF MOSES– SERIES 2 Marah: God heals the bitter watersGod gives meat and manna Rephidim: God gives water from the rock God saves the people from AmalekSinai: God speaks to the peopleThe golden calfThe Ten Commandments
LIFE OF MOSES– SERIES 3 Journey to Kadesh-Barnea The twelve spies The rebellion of Korah Moses strikes the rockThe serpent of brassBalaam, the false prophetMoses sees the Promised Land
THE TABERNACLE The Outer Court The Holy PlaceThe Holy of Holies
JOSHUA Joshua: God’s chosen leaderRahab and the scarlet cord The fall of Jericho Achan’s sinThe GibeonitesThe sun stands stillJoshua’s last days
FIRST CHRISTMAS Promise of the Savior Birth of Jesus Angels bring the news to the
shepherdsWise men worship the KingFlight into Egypt
FIRST THANKSGIVINGA stormy voyage Arrival in the new world Much work to do Squanto’s help and friendshipPreparing for the feastFirst ThanksgivingMaking Thanksgiving a National
Holiday
DAILY Songs Scripture memorizationBible Doctrines
Development of art techniques in multiple types of media
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SECOND GRADE MATH NUMBERS AND OPERATIONS
NUMBER SENSE AND NUMERATIONCount by 1,2,3,4,5,10,25, and 100’sMatches sets and number groupsWrites and reads digits and whole
numbers up to 1,000Before/after and number chartCompare and/or order up to 3 digit
whole numbersRound off numbersIdentifies place value up to 1000Uses pictures or materials to represent
whole numbersEstimate or compare setsRenaming/regroupingRational numbersEven and odd numbersOrdinal position/dozen/half-dozen
CONCEPT OF WHOLE NUMBEROPERATIONS Addition-manipulatives, pictures,
number sentencesSubtraction-manipulatives, pictures,
number sentencesMultiplication-manipulatives, pictures,
number sentencesDivision-manipulatives, pictures,
number sentences
WHOLE NUMBER COMPUTATIONADDITION Uses concrete models to solve
problemsIdentifies one more than a number/
missing addendsMasters addition facts to 18Estimates sum/uses mental computationAdds up to 2 or 3 digit numbersUses addition to check subtraction
WHOLE NUMBER COMPUTATIONSUBTRACTION Concrete models to solve problemsIdentifies one/ten less than a numberMasters subtraction facts with
minuends to 10/11-18Check subtraction by using additionEstimate difference/uses mental
computationSubtracts up to 3 digit numbers
WHOLE NUMBER COMPUTATIONMULTIPLICATION Masters multiplication by 0,1,2,3,4,5Multiplies by 1,10,100Multiplies using mental computationMultiplies up to a 3 digit number by a
one-digit numberSolves problems using multiplicationMakes and used multiplication table
WHOLE NUMBER COMPUTATIONDIVISION Divides sets of objects into equal
groups Problems solving and dividing by 2
FRACTIONS AND DECIMALSOne-half or one-fourth of an object
Identifies fractional parts of a whole or set
Compares Fractions/equivalent fractions
Writes mixed numbersAdds money amounts (decimals)Subtracts money amounts (decimals)
MONEY Identifies and counts pennies, nickels,
dimes, quartersValue of sets of coinsReads and writes money amounts to $10.00Selects coins for an amountAdds and subtracts money amountsTrades pennies for dimes/nickels
MEASUREMENTSCALENDAR/TIMEIdentifies date on calendarIdentifies today, yesterday, tomorrowIdentifies days of week, months,
weekdays, weekendIdentifies activities that take an amount
of timeIdentifies AM and PMTells/shows time to hour/half-hour/
quarter-hourTells/shows time to minute/5 minutesIdentifies equivalent units of time
MEASUREMENTLINEAR Compares/estimates lengths Measures length using units (inches/
feet/yard)Draws lines using customary units/
metric unitsCompares size of a unitSelects and/or uses appropriate tools
for measuringOrder objects by length or height
WEIGHT Compares/orders objects by weightEstimates/weighs objects
CAPACITY Compares and/or orders containers by
capacityIdentifies customary or metric units of
capacityEstimates/measures capacityIdentifies measuring cups/spoons
GEOMETRYSPATIAL RELATIONSHIPS ANDGEOMETRIC SHAPES Identifies right/left, first/last/between,
attributes/positionPattern blocks/tangramsCreates/identifies congruent/similar
shapesIdentifies/compares two-dimensional
shapesIdentifies right angles/right trianglesIdentifies/compares polygons, angles,
sidesIdentifies parallel lines/line segments
Identifies intersecting/perpendicular lines
Identifies horizontal/vertical/oblique lines
Identifies translation/reflection/rotation
PATTERNS, ALGEBRA, AND FUNCTIONS Identifies, reads, and extends patternsIdentifies repeating or missing objectsIdentify and label arraysUses comparison symbolsConstruct/label points on number lineLocate points on coordinate graphWrites/solves number sentences for
addition/subtractionWrites/solves # sentences for
multiplication/division STATISTICS,DATA ANALYSIS, AND PROBABILITY Sorts/classifies by common attributesIdentifies/graphs a pictograph or bar
graphDraws conclusions from a graphDraws, reads a bar graph, line graph,
Venn diagramDetermines/conducts surveyUses tally marks to record dataCollects data/finds the medianDescribes/predicts probability of an
experiment
PROBLEM SOLVINGDEVELOPING SKILLS Identifies steps in a processClassifies informationLooks for patterns/makes predictionsChooses appropriate measures for
problem-solving
STRATEGIESActs out or makes a modelDraws pictureGuesses/checks/revisesLook for patternWrites number sentenceMakes organized listMakes table/chartSimplifies problem
COMMUNICATIONQuestions/respondsWorks with partners/groupsCommunicates ideas by use of objects/
technology/etc.Writes about Math
MATHEMATICAL REASONINGRecognizes/classifies/sorts/solves
problems Estimates/explains an answer
CONNECTIONS Connects math to science/social
studies Connects math to everyday life/BIBLE
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3rd Lower Elementary
READING Four Book Reports Communicate emotion and mood
through oral recitationSetting a plot; point of view;
metaphor; simile; fanciful elements; idioms; imagery; foreshadowing personification; conflict
Drawing conclusions; comparing and contrasting; developing opinions; main ideas; predicting outcomes; problem/solutions; making inferences; critical thinking
Time/place relationship; abbreviations; comparatives/superlatives; possessives; pronoun references
Vocabulary– meaning from context; antonyms; synonyms; prefixes; suffixes; analogies; compound words; contractions
Word Recognition– phonics review; introduction of several variant spellings; syllable division; base words/prefixes/ suffixes; compound words; service words review
Weekly reading comprehension drills
WRITINGSend a Friendly LetterCursive writing formation ¾ inch space high writing Creative Writing Copying cursive
SPELLING AND POETRY Weekly word list with vocabularySentence dictation using spelling words Eight poems committed to memoryAlphabetize weekly lists Reinforcement activities
GRAMMAR Recognition of simple nouns, subjects,
verbs, and adjectivesForming plurals and common
contractionsSimple diagramming Creative Writing guided by a picture
or prompt Writing ProcessPublish a book Punctuation and capitalization rulesWord UsageRecognition of antonyms, synonyms,
and homonymsDictionary SkillsBasic overview of the parts of speechFormatting of a book report
SCIENCEExploring the plant world Exploring the world of vertebrates and invertebratesWonderfully MadeExploring the OceanExploring the Weather
Exploring the desert, the ocean, the pond, the forest, the Farmer’s Field
Science Notebook and Backboard Grow a plant from a bean
HEALTH Posture, ExerciseNutrition, diet
CleanlinessFighting DiseaseFire, water, home, play, street, safetyFirst Aid Hospitality, proper introductions,
telephone manners, courtesy and respect
LANGUAGEARTS
HISTORY & GEOGRAPHY
SCIENCE& HEALTH
BIBLE
ART
GEOGRAPHYMap skillsKind of maps; time zones ; gridsClimatesStates and RegionsContinents and Oceans of the World
WORLD HISTORY French Revolution Storming of the Bastille
AMERICAN HISTORYAmerican FrontierStates and Regions American Civil War Wild West Transportation Development James MadisonRobert E. LeeUlysses S. Grant Roger Sherman
Constitution Bill of Rights Folktales, Legends, Fables, Parable
BIBLE STORIES Salvation SeriesParables 1 & 2 Life of Samuel, Elijah, Elisha, Daniel, Ezra and Nehemiah, EstherLife of David 1 &2 The First Christmas Crucifixion and Resurrection
BIBLE REINFORCEMENTS Memorize Bible doctrines by Subject Memorize Bible Verse from Hebrews 11Sing Scripture Songs and Hymns Story of the First Thanksgiving
Development of art techniques in multiple types of media
!147
THIRD GRADE MATH NUMBER SENSE AND NUMERATION
Count by 1’s, 2’s, 3’s, 4’s, 5’s, 6’s, 7’s, 8’s, 9’s, 12’s, 1,000’s, ½’s, ¼’s and backward
Counts and groups numbers in ten’s and onesReads and writes whole numbers to
1,000Rounds Numbers to the nearest ten Identifies place value for each digit in
numbers to 1,000Represents equivalent forms of the same numberCompares sets of objects and identifies
sets with more, fewer and the same Identifies sets with the greatest and least numbersIdentifies rational numbers from pictures and draws pictures to show
rational numbersLocates rational numbers on a number line
CONCEPTS OF WHOLE NUMBERSAND OPERATIONSUses manipulative to model and solve
addition problemsShows the meaning of subtractionUses manipulative to model and solve
subtraction problemsIdentifies differencesWrites addition and subtraction fact
familiesShows the meaning of multiplication
ADDITIONUses concrete objects or pictures to
model and solve addition problemsMasters addition facts to 18Estimates a sumAdds using mental computationAdds 2 or 3 digit numbersUses addition to check subtraction
problemsSolves problems involving addition
SUBTRACTION Masters subtraction facts with minuends
to 10Masters subtraction facts with minuends
of 11-18Uses concrete objects or pictures to
model and solve subtraction problems Checks subtraction answers using
additionSubtracts 2 or 3 digit numbersSolves problems involving subtraction Writes story problems for subtraction
number sentences
MULTIPLICATIONMasters multiplication facts 1–12Solves problems involving multiplication Multiply using mental computation Multiply by 10, 100’s and 1,000’s
DIVISION Writes division problems in three ways Divide 2, 3 or 4 digit number by a 1 digit number Check division answers using
multiplication
FRACTIONS AND DECIMALS Identifies a fractional part of a whole Writes a fraction to show a part of a wholeCompares fractionsOrders fractions
Add or Subtract Fractions Writes tenths or hundredths using
common and decimal fractions Add or Subtract money amounts with
decimalsUses a picture to represent decimal
fractions
MONEY Identifies and counts pennies, nickels,
dimes, quarters, and dollar bills Finds the value of a set of coins Read and writes money amounts to
$99,999.99Write ChecksReads and writes money amounts to
$10.00Pay for items using bills Pays for items and/or makes change using coins
MEASUREMENTSCALENDAR AND TIMEIdentifies today’s dateIdentifies dates on a calendarIdentifies yesterday, today and tomorrowIdentifies days of the week and months
of the year Identifies weekdays and days of the
weekendUses digital and analog clocks to tell and show time Identifies a.m., p.m., noon and midnightTells and shows time to the hour, half
hour, and quarter hour Tells and shows time to the 5 minute
interval and/or minute Find Elapsed Time
LINEAR MEASURESEstimates length or distance Measures length using customary units
(inches, foot, and yard)Draw line segments using the metric units (centimeters and millimeters)Draw line segments using customary units (inches) Find the perimeter and area of an
object using the formulas
WEIGHTCompares and orders objects by weight (mass)Estimates weights
CAPACITY Identifies customary and/or metric units of capacity (cup, quart, gallon,
and liter)Measures capacityIdentifies and uses measuring cupsIdentifies and uses measuring spoons
(tablespoons, teaspoons, and ½ teaspoons)Follows a recipe and measures
ingredients
AREA, PERIMETER AND VOLUME Compares and orders objects by sizeFinds area of a rectangleFinds perimeter of a polygonUses perimeter formulas Finds volume of a rectangular prismFinds volume of a cube
GEOMETRY SPATIAL RELATIONSHIPS ANDGEOMETRIC SHAPES Creates, identifies, and/or draws
congruent shapes, designs, and/or line segments
Identifies, describes, sorts, and/or compares two-dimensional geometric shapes
Identifies, describes, and classifies polygons
Identifies angles and sides Identifies parallel lines and line segments Identify right, obtuse and acute angles
PATTERNS, ALGEBRA, ANDFUNCTIONS Identifies the missing shape or design or
design in a repeating patternIdentifies the missing items in an array or
matrixConstructs a number line and/or locates
point on a number line Writes and solves number sentences
for problems involving addition or subtraction
Writes and solves number sentences for problems involving multiplication or division
Creates problems for multiplication and division number sentences
Uses Comparison Symbols
STATISTICS, DATA ANALYSIS, ANDPROBABILITY DATA AND STATISTICSTallies data Collects and sorts data
PROBABILITY Predicts the outcome of a probability
experiment
GRAPHING Graphs on a bar graphDraws conclusions answers questions, and
writes observations about a graph Draws and reads bar and pictographs
PROBLEM SOLVING DEVELOPING SKILLS FOR PROBLEMSOLVING Classifies and categorizes informationIdentifies steps in a processMakes predictionsChooses appropriate methods for
finding the answers to problems
STRATEGIES FOR PROBLEM SOLVINGActs out a problem or makes a model Draws a picture, writes a number
sentence, makes a table, chart or organized list
Simplifies the problemWorks backward to solve a problem Uses logical reasoningLooks for a pattern
MATHEMATICAL REASONINGRecognizes patternsClassifies and sorts EstimatesExplains answers
CONNECTIONSConnects math to everyday lifeConnects math to scienceConnects math to social studies
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4th Upper Elementary
PLANTSProvision for Man and Beast
ANIMALSInsects: Miniature Marvels of CreationBirds: Winged Wonders
MATTERWaterAir/Weather
ENERGYSound/Hearing
EARTH AND SPACEGeology: Planet EarthOceanography: Wonders of the SeaAstronomy: Consider the Heavens
LANGUAGEARTS
HISTORY & GEOGRAPHY
SCIENCE
BIBLE
ART
Doors of Opportunity (19th-Century America: 1769-1903)
GEOGRAPHYMAP SKILLSHemispheresEquatorLatitude/LongitudePrime MeridianInternational Date LineTropics of Cancer and CapricornArctic and Antarctic CirclesNatural ResourcesClimatesRegions
WORLD HISTORYBoer WarBoxer UprisingExploration of the South Pole
AMERICAN HISTORYImmigrationThe Fifty States (states, capitals, history, landmarks)InventionsAmerican Industrial RevolutionCommunicationPony ExpressNewspaper/TelegraphSpanish-American War
GOVERNMENTBranches of American GovernmentCitizenshipEconomics: Supply and Demand
CULTURELanguagesAdjustment of Immigrants in AmericaCommunication and TransportationEvangelism and Missionary Work
SalvationCreationEnoch, Noah, and BabelJacob and JosephBoyhood and Early Ministry of JesusMemory Verses and Basic Bible
Doctrines
SongsMiracles and Compassion of
Jesus Later Ministry of Jesus Crucifixion and ResurrectionLife of Paul (Includes his conversion-his
death)
First ThanksgivingFirst Christmas
Basic drawing and painting techniques Color concepts Perspective
LANGUAGEWRITING PROCESSLetters (friendly, business, thank you
notes, post cards)Gathering InformationWriting with DetailsWriting Book Reports/Research EssayCreative WritingDictionary Skills
GRAMMARSentence StructureKinds of SentencesPunctuation/Capitalization/AbbreviationsPossessive WordsRecognizing and Using all Eight Parts of
SpeechDiagramming Verbs, Nouns, Pronouns,
Adjectives, and Adverbs CorrectlyCorrectly Using Troublesome Words
SPELLINGWeekly Word List with Challenging
Words and VocabularyReinforcement ActivitiesSix Poems Committed to Memory
PENMANSHIPReview of cursive writing formation Skill PracticeWord GamesOriginal CompositionSentence Dictation
READINGWORD RECOGNITIONSyllable DivisionAccented SyllablesBase Words, Prefixes, SuffixesSchwa Syllable
Shift in AccentCOMPREHENSIONLiteral, Interpretive, Critical, Appreciative
Levels, Biblical Truth, Cause and EffectClassify/Sequence EventsDraw Conclusions/Predict OutcomesFact and OpinionComparatives and SuperlativesMain IdeasRelevant and Irrelevant InformationPlace, Size, Time RelationshipsDialect DiscernmentSense of History
VOCABULARYMeaning from ContextPrefixes/SuffixesGreek and Latin RootsSynonyms/AntonymsAnalogiesMultiple Meanings
LITERATURESetting PlotConflict/Crisis/SuspenseFlashbackMain CharacterCharacter Growth and ChangePoint of ViewForeshadowingMoralPersonificationGood/Evil ElementsDistinguishing GenresMood/ImageryHaikuSimileMetaphor/HyperboleIdiomOnomatopoeia
RhymesExaggerationSTUDY SKILLSBible StudyCard CatalogDewey Decimal SystemEncyclopediaKey WordCross-referencesGlossaryTypes of DictionariesCharts/Graphs/MapsTime LineCaptions/Headlines/SubtitlesOutliningSkimming/Scanning/ParaphrasingSchedules/Diagrams
SILENT READINGFor InformationFor UnderstandingFor EntertainmentFor Spiritual GrowthFor Biblical TruthFor Author’s Message
ORAL READINGCommunicate Author’s MessageCommunicate Mood and MotiveConvey EmotionsPortray CharacterConvey Meaning of ScriptureVoice Inflection, Volume, and Pacing
COMPOSITIONMetaphor/SimileLimerickCaption/Dialogue
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FOURTH GRADE MATH NUMBERS SENSE AND NUMERATION
SEQUENCING Read and Write Numbers (Up to 9-digits)Identify Numbers Before, After, and
BetweenRound Numbers (to 10’s, 100’s, and 1000’s)Identify Place Value for Each Digit In
Numbers to 100,000,000Represent Whole Numbers Using PicturesEstimate Sums, Differences, Products, and
QuotientsIdentify Sets of Objects with More, Fewer,
and the SameIdentify Sets with the Greatest and Least
Number of ObjectsIdentify Multiples and Factors of a NumberIdentify Composite and Prime NumbersIdentify Least and Greatest Common
Multiples of Two NumbersSquares NumbersIdentify Perfect SquaresIdentify and Simplify Expressions with
ExponentsFind Square Roots of Perfect SquaresIdentify Cube Roots and Perfect CubesIdentify Rational Numbers from Pictures
and Draw Pictures to Show Rational Numbers
Locate Rational Numbers on a Number LineIdentify Even and Odd NumbersIdentify Ordinal Position
CONCEPTS OF WHOLE NUMBERSIdentify Addends and SumsIdentify and Use the Commutative and
Associative Properties of AdditionWrite Number Sentences to Show Addition and SubtractionUse the Inverse Relationship between
Addition and Subtraction to Check Answers
Write Addition and Subtraction FamiliesWrite Numbers Sentences to Show
MultiplicationIdentify Factors and ProductsMake, Label, and Write Number Sentences in an ArrayIdentify and Use the Commutative and
Associative Properties of MultiplicationWrite Numbers Sentences to Show Division Use the Inverse Relationship between
Multiplication and Division to Check Answers
Write Multiplication and Division Fact Families
Identify Quotients, Dividends, and/or Divisors
WHOLE NUMBER COMPUTATIONAdd and Subtract Using Mental
ComputationIdentify Ten More or Ten Less than a
NumberAdd Three or More Single Digit NumbersIdentify Missing Numbers in Addition,
Subtraction, Multiplication, and Division ProblemsAdd Two and Three Digit Numbers and
Money Amounts With or Without Regrouping
Add Whole Numbers and Money Amounts (decimals) to $99,999.99Subtract 2-digit Numbers or Larger
Including Money Amounts With or Without Regrouping
Master Addition Facts to 18
Master Subtraction Facts with Minuends to 18
Master Multiplication Facts to 12Master Division FactsMultiply by Multiples of 10, 100, 1000 and/or 10,000Multiply a 2-digit Number or Larger by a
Single Digit NumberMultiply a 2-digit Number or Larger by a
2-digit NumberUse Multiplication to Check Division
AnswersUse Division to Check Multiplication
AnswersDivide by 2Divide a 2, 3, or 4-digit Number by a 1-digit NumberWrite Division Problems Three Different
WaysIdentify and Write Fractional Parts of a
WholeIdentify and Write Mixed NumbersCompare FractionsRecognize, Identify, and Write Equivalent
FractionsArrange Fractions in Order of SizeSimplify FractionsAdd and Subtract FractionsIdentify Common DenominatorsIdentify and Write Fraction, Decimal, and
Percent EquivalentsFind the Percent of a NumberReads and Writes Money Amounts to
$99,999.99Calculate Amount Spent for Items and
Change Needed When Paying with a Specific Bill
Calculate Amount of Tax Owed on the Purchase of Specific Items and Determine the Final Amount Owed Including Tax
MEASUREMENTSCALENDAR AND TIMEIdentify Days of the Week and Months of
the YearWrite Date Using DigitsTell and Show Time to the Half Hour and
Quarter HourFind Elapsed TimeIdentify United States Time Zones
TEMPERATURERead a Fahrenheit and Celsius Thermometer
LINEAR MEASUREMeasure Lengths Using customary Units
(inch, foot, yard)Measure Lengths Using Metric Units
(centimeter, millimeter, and meterIdentify and Write Equivalent Units of linear MeasureConvert measures within the Same System
and Solve Measurement Equations
MASS AND VOLUMEIdentify Customary and/or Metric Units of MassIdentify Customary and/or Metric Units of
Capacity (cup, quart, gallon, and liter)Identify and Use Measuring Cups and
SpoonsFollow a Recipe an Measure IngredientsFind the Area of a Rectangle and a SquareFind the Perimeter of a Rectangle and a
SquareFind the Volume of a Cube
GEOMETRYIdentify and Draw Congruent ShapesDifferentiate between Similar and
CongruentIdentify SymmetryIdentify Horizontal and VerticalIdentify Specific Geometric ShapesIdentify Vertices, Faces, and Edges of a
Geometric ShapeIdentify Parallel and PerpendicularIdentify and Draw Lines, Rays, and SegmentsIdentify the name of a Specific Type of
Triangle by its Sides and/or AnglesIdentify the Radius and Diameter of a CircleIdentify Transformations of Geometric
Figures (translation, rotation, and reflection)
PATTERNS, ALGEBRA, ANDFUNCTIONSIdentify the Missing Number in a SequenceIdentify the Missing Items in an Array or
MatrixMake, Label, and Write Number Sentences
for an ArrayConstruct and Locate Numbers on a
Number LineLocate and Graph Points on a Coordinate
GraphGraph Linear Functions on a Coordinate
PlaneSimplify Expressions Containing Addition,
Subtraction, Multiplication, and DivisionUse the Order of Operations to Simplify
ExpressionsSimplify Expressions Containing ParenthesesSimplify Expressions Containing ExponentsAdd Positive and Negative NumbersWrite and Solve Number Sentences
Involving Addition and Subtraction, Multiplication, and Division
Use Comparison SymbolsRepresent an Unknown Using a SymbolIdentify and Write a Function RuleUse a Function Rule to Complete a Table
STATISTICS, DATA ANALYSIS, ANDPROBABILITYConduct a SurveyCollect, Sort, and Record the DataTally DataFind the Mean, Median, Range and Mode of
a Set of DataDraw and Read a Bar Graph, Circle Graph,
Venn Diagram, and/or Line GraphRead and Acquire Data from a Given GraphDescribe the Likelihood of an EventConduct a Probability ExperimentPredict the Outcome of a Probability
Experiment
PROBLEM SOLVINGLook for Patterns Use Logical ReasoningWrite a Number SentenceMake an Organized ListMake a Table or a ChartSimplify the Problem
MATHEMATICAL REASONINGRecognize PatternsClassify and SortSolve Spatial ProblemsEstimateExplain an Answer
!150
5th Upper Elementary
GRAMMARPunctuation/CapitalizationQuotation facts
PARTS OF SPEECHRecognition and diagramming of all
partsNoun – common, proper, singular,
plural, possessive, subject, object and predicate noun
Verb – action, state-of-being, helping, phrases, regular, irregular, present, past, future
Pronoun – personal, subject, object, possessive, compound, demonstrative, interrogative
Adjective – comparative, superlative, irregular
Adverb – negativePreposition – phrasesConjunction/Interjection
WRITING PROCESSSentences/Sentence partsDictionary skills
Letters – friendly/Thank-you notesSynonyms/Antonyms/HomonymsWriting book reports
CREATIVE WRITINGAutobiographyTypes of writing – narrative, expressive,
persuasive, descriptiveEssays/Acrostics/PoemsMain idea, topic sentence, supporting
details
SPELLINGWeekly word lists on various categoriesVocabulary studyPoem memorization
RESEARCH REPORTTitle page/OutlineBibliography cards/pageNotecards/ReportBackboard/Oral presentation
READINGORAL READINGAttention/AttackAccuracyVolumeExpression and enthusiasmVocal inflection/Smoothness
READING COMPREHENSIONCritical and appreciative levelsComparison and contrastCause and effectPredict outcomes/Draw conclusionsSequence events/Fact versus opinion
LITERATURESetting, main characters, plot, summary,
writing techniquesFigurative languageBiblical applicationTypes – fables, folktales, fiction,
nonfictionSPEED READINGVOCABULARY BUILDING
ANIMALSMammalsVariety of vertebrates
MATTERWater/Air/Weather
ENERGYForce and motionElectricity and magnetismEnginesLight
EARTH AND SPACEGeology/Oceanography/Astronomy
HEALTHCirculatory systemNutrition and physical fitnessDigestive systemInterpersonal relationships
LANGUAGEARTS
HISTORY & GEOGRAPHY
SCIENCE
ART
COMPUTER
BIBLE
GEOGRAPHYMap skills/Kinds of mapsCartographyCultural and natural boundariesNatural resources
ECONOMICSInventions/InvestmentsStock market/Supply and demand
GOVERNMENT
AMERICAN HISTORYContributions of statesRoaring TwentiesDepressionEvents and personalities
WORLD HISTORYWorld War I/World War II
CULTURELanguagesReligionsCustoms
SALVATION Heaven, Adam, Crucifixion/
Resurrection of Christ, How to grow spiritually
MOSES IN EGYPTBaby in the river, Burning bush, Contest with Pharaoh, First nine
plagues, Passover, Crossing the Red Sea
JOURNEY TO SINAIMarah, Rephidim, Sinai, Golden calf, Ten Commandments
THE TABERNACLEOuter court, Holy place, Holy of holies
WILDERNESS JOURNEYJourney to Kadesh-Barnea, Twelve
spies, Rebellion of Korah, Moses, Serpent of brass, Balaam, the
false prophet
THANKSGIVINGVoyage to America, Arrival in
Massachusetts, Pilgrims, Squanto and Chief Samoset, Governor’s announcement, Sarah Hale
THE FIRST CHRISTMASPromise of the Savior, Birth of Jesus,
Angels, Wise men, Flight into Egypt
JOSHUARahab, Fall of Jericho, Achan’s sin,
Gibeonites, Sun stands still
JUDGESDeborah and Barak, Gideon, Samson
RUTHDecision, Service, Reward
CRUCIFIXION & RESURRECTIONTriumphal entry, Last supper, Garden
of Gethsemane, Judgment hall, Emmaus, Ascension
LIFE OF SAMUELPhilistines, Saul
YOUNG DAVIDGod chooses DavidDavid kills GoliathDavid and Jonathan
DAVID IN HIDINGDavid hides from King SaulGod protects DavidDavid’s faith failsSaul’s defeat
DAVID THE KINGThe ark, Mephibosheth, BathshebaAbsalom, David’s greater Son– Jesus
JONAHRuns and obeys
Computer basics Keyboarding
Basic drawing and painting techniques Color concepts Perspective
!151
FIFTH GRADE MATH NUMBERS AND OPERATIONS
NUMERATIONDigits/Reading and writing numbersOrdinal numbersPlace value/Number lineExpanded notation
ADDITIONAddends and sumAdding whole numbersRegroupingAdding decimals, fractions and
mixed numbersMental addition strategies
SUBTRACTIONDifference, subtrahend, and
minuendSubtracting whole numbersRegrouping (borrowing)Subtracting decimals, fractions and mixed numbersMental subtraction strategies
MULTIPLICATIONMultiplication as repeated additionFactors and productMultiplication table/notationsRegroupingMultiplicationMultiplying whole numbers,
decimals, fractions and mixed numbers
Mental multiplication strategies
DIVISIONDividend, divisor, and quotientDividing with whole numbers,
decimals, fractions and mixed numbers
RemaindersMental Division strategiesDivision notations: division box,
division sign, and division bar
POWERSPowers as repeated multiplicationBase and exponentPowers of whole numbersRelationship of place value to
powers of 10
ROOTSSquare rootsMastering basic factsOrder of operations/Inverse
operations
FRACTIONS AND MIXEDNUMBERSReading and writing fractions and
mixed numbersNumerator and denominatorFraction part of a whole, group, set,
or numberComparing and ordering fractionsEquivalent fractions/ReducingImproper fractionsLeast common denominatorConverting fractions to decimals and percentsReciprocals
DECIMALS Reading and writing decimalsComparing and ordering decimalsConverting decimals to fractions and percents
PERCENTSReading and writing percentsIdentify/find percent of a whole,
group, set, or numberConverting percents to fractions and decimalsRatios and proportions
ESTIMATIONRounding whole numbers, decimals, and mixed numbersEstimating sums, differences,
products, and quotientsUsing estimation to verify
reasonableness of calculationsDeciding whether and exact answer
or approximate answer is desired
NUMBER THEORYFact familiesEven and oddFactors, multiples, and divisibilityPrime and composite numbersGreatest common factor (GCF)Least common multiple (LCM)Divisibility tests
NUMBER SETS AND NUMBERSYSTEMSCounting numbers (natural
numbers)Whole numbersDecimal number systemNegative numbersIntegersRoman numeralsBase 5
MEASUREMENTU.S. CUSTOMARYLength (inch, foot, yard, mile)Capacity (cup, pint, quart, gallon)Weight (ounce, pound, ton)
METRICPrefixes (milli-, centi-, deci-, deka-,
hecto-, kilo-)Length (meter)Capacity (liter)Mass (kilogram)
TEMPERATUREFahrenheit scale/Celsius scale
TIMESeconds, minutes, and hoursDays, months, and yearsDecades, centuries, and millennialDigital and analog time displaysWriting time of day/datesSquare units/Cubic unitsDegrees of arcStandard abbreviationsNonstandard units
UNIT CONVERSIONU.S.Customary System/Metric systemConversion between systemsSimplifying mixed measures
MEASURINGLength/Time/CapacityMass/Weight/AnglesRotation (clockwise and
counterclockwise)Benchmarks for measurementsMeasurement/Estimating activitiesSelecting appropriate unitsUsing metric scales to reinforce
decimal conceptsDetermining whether measures are
reasonable
INDIRECT MEASUREScale factorScale drawing (two-dimensional)Scale models (three-dimensional)
TOOLSRuler (U.S. Customary and metric)Protractor/ThermometerBalance scale/Measuring cupStopwatch
GEOMETRYBASIC TERMSPoints/SegmentsRays/LinesAngles/Planes
LINESParallel, perpendicular, and
intersectingHorizontal, vertical, and oblique
ANGLESAcute, obtuse, right, and straight
POLYGONSDescribing and classifying/DrawingSides and verticesPerimeter/ AreaRegular/Similarity and congruenceComplex figures
TRIANGLESPerimeter and areaAcute, obtuse, and rightEquilateral, isosceles, and scalene
QUADRILATERALSParallelograms/RhombusesSquares/RectanglesTrapezoids/Trapeziums
CIRCLESCenter/Radius and diameterCircumferenceSectors
SOLIDSDescribing and classifyingFaces, edges, and verticesDrawing/VolumePolyhedrons/Nets (maps)
PERIMETERPolygons/Circles
AREARectangles/Complex figuresEstimating area
VOLUMEPrisms
COORDINATE GEOMETRYNaming and graphing ordered pairsOriginCreating straight-line drawings
PATTERNSTessellationsLine symmetry (reflective symmetry)Rotational symmetry
TRANSFORMATIONALGEOMETRYRotation/Reflection/Translation
ALGEBRAPATTERNSNumeric/Geometric/Story-problemTriangular numbers
SEQUENCESTerms/PeriodArithmetic/Geometric sequencesPictorial /Fibonacci sequences
ALGEBRAIC CONCEPTS ANDPROCEDURESVariables/ Symbols of inclusionSubstitution
EQUATIONSSolving for an unknownSolving multi-step equationsWriting an equation for a given
word problem
Writing a word problem for a given equation
Balance scale as a model for solving equations
FUNCTIONSFormulas/Function rulesInput-output tables
PROPERTIESAssociative property of additionCommutative property of additionAssociative property of
multiplicationCommutative property of
multiplicationIdentity property of multiplicationDistributive propertyZero property of multiplication
GRAPHINGNumber line/Coordinate planeOrigin/Graphing points
STATISTICS, DATA, ANALYSIS,AND PROBABILITYCOLLECTING DATATallies/SurveysQuantitative/Qualitative data
ORGANIZING AND ANALYZINGDATATables/Frequency tablesAverage/SchedulesMean, median, mode, and rangeChoosing an appropriate graphOutliers/ClustersMaking predictions based on
statistics
REPRESENTING DATALegend (key)Bar graphs/Comparative bar graphs
(double-bar graphs)Histograms/PictographsLine graphs/Double-line graphsCircle graphs (pie graphs)Line plots/Venn diagramsCoordinate planes
PROBABILITYNotations for expressing probability
THEORETICAL PROBABILITYClassifying events as impossible,
unlikely, likely, or certainSimple probability/ChanceOutcomesSample spaces/Permutations
EXPERIMENTAL PROBABILITYPerforming probability experimentsMaking predictions based on
experimentsCompound experimentsExperiment tables
PROBLEM!SOLVING STRATEGIESBreak a problem into simpler partsAct out the problem/Use logical
reasoningDraw a diagram/Draw a pictureFind a pattern/Work backwardMake a chart, graph, or listGuess and check (trial and error)Distinguish between relevant and
irrelevant informationFind missing informationExtend patternsApply solution strategies for simple
problems to complex problemsUse an algorithm
!152
Further development of perspective Introduction to composition Study of accomplished artists
Computer basics Keyboarding
6th Upper Elementary
GrammarRecognizing Complete Sentences/FragmentsFour Types of Sentences (Declarative, Imperative,
Interrogative, Exclamatory)Subjects/Predicates and Subjects/VerbsDiagramming Sentences/Compound Sent.Diagramming Compound Subjects/VerbsRun-on/Run-together SentencesCapitalization Rules/Punctuation RulesParagraphs-Explanatory and NarrativeParts of Speech – Nouns, Verbs, Pronouns,
Adjectives, Adverbs, Prepositions, Conjunctions, and Interjections
LIBRARY SKILLS
WRITING PROCESSSentencesParagraphs – Topic Sentence, Supporting
Information, ConclusionJournals/Research Paper/Book ReportsSpecial Projects with BackboardsDictionary Skills
CREATIVE WRITINGWriting Memories, Emotions, and ComparisonsWriting Friendly Letters/Social NotesBook Writing and Publishing
PENMANSHIP
SPELLING Weekly Word ListsVocabulary Study
ORAL PRESENTATIONS/SPEECHESREADINGWord Recognition/ComprehensionVocabularyLiterature – Fiction, Nonfiction, PoemsSilent Reading/Oral Reading/Speed ReadingComposition
LANGUAGEARTS
HISTORY & GEOGRAPHY
SCIENCE
BIBLE
ARTCOMPUTER
BIZTOWN
The First Americans and the Land They FoundNorth AmericaCold Lands to the NorthCanadaThe Eastern United StatesThe North American PlainsThe American WestThe Colonial Heritage
George Washington and the New World’s First RepublicExpansion and EvangelismDivision and ReunionThe Nation Grows and ProspersInto the Twentieth CenturyNo Substitute for VictoryTime for Freedom and Responsibility
Mexico and Central AmericaThe West Indies: Islands of the Caribbean SeaSouth America: Continent of Natural ResourcesNations of South America
ADVANCED MAP STUDIES
CURRENT EVENTS
SALVATION SERIESHeaven/Adam, How Sin BeganThe Crucifixion/Resurrection of
ChristHow to Grow Spiritually
LIFE OF CHRIST – SERIES 1–5The Promise of the SaviorThe Birth of Christ/The First
ChristmasAngels & Shepherds/Wise MenThe Flight into EgyptThe Boy Jesus/The Baptism of JesusThe Temptation of JesusThe First Disciples/The First MiracleHealings/ The Woman at the WellCleansing the Temple/NicodemusThe Nobleman’s Son/Jesus in the
SynagogueJesus and the Children/The Lost
Lamb Jesus' miraclesThe Transfiguration
Jesus and the LepersLazarus and the Rich ManThe Rich Young RulerZacchaeusFriends at BethanyThe Triumphal Entry and The Last
SupperThe Garden of Gethsemane and The
Judgment HallThe Crucifixion/The ResurrectionEmmaus and the Upper RoomBreakfast on the Shore with Jesus and
The Ascension
THE FIRST THANKSGIVING
PARABLES OF JESUS – SERIES 1 & 2The Sower/Good Samaritan /Prodigal
SonThe Lost Coin and the Lost SheepPharisee/Publican Pray and Two
DebtorsDinner Guests/Two Sons/Vineyard
LaborersThe Rich Fool/Counting the CostThe Husbandmen/The Unforgiving
ServantPriceless Treasures/The Talents/
Prayer
ELIJAHGod: Provides for Elijah, raises the
Widow’s Son, and sends Fire and Rain
Naboth’s Vineyard Elijah Becomes Discouraged/Goes
to Heaven
ELISHACall and Training/Power of GodGod Gives and Withholds His
BlessingPot of Oil/Great Woman of ShunemNamaan’s Leprosy/Gehazi’s SinGod’s Invisible ArmyDANIEL
Daniel’s Decision/NebuchadnezzarFiery Furnace/Lions' DenThe Handwriting on the Wall
EZRA/NEHEMIAHTemple’s Foundation Laid/
CompletionWall Completed/Dedicated/Enemies
ESTHERBecoming Queen/Haman/The KingVictory for the Jewish People
MEMORY VERSES, HYMNS/CHORUSES,
BIBLE DOCTRINES, AND BIBLE SWORD DRILLS
WHAT IS A COMMUNITYCitizen/Community/Trade/BusinessRights/Responsibilities
ECONOMYGoods/Services/ResourcesHuman, Natural, and CapitalCircular Flow of an Economy
FREE ENTERPRISEScarcity/Free EnterpriseWhat, How, For Whom to ProduceEconomic Freedoms
TAXESPublic Goods and Services
PHILANTHROPYPhilanthropy and Opportunity CostsThe Role of Nonprofit OrganizationsThe Opportunity Cost of Decisions
FINANCIAL LITERACYFinancial InstitutionMovement of Money Between Banks
and People or BusinessesDeposits/Checkbooks/Check writing
Non-Sufficient FundsSavings Accounts/Interest-EarningHow Money Grows in Savings
WORK READINESSInterests and SkillsCareer Types, Exploration, PlanningWorkplace Behavior, Negotiations,
Conflict Resolution, and Entrepreneur, Teamwork Skills
Job Application, Resume, Ethics, Interview Skills
Pay Stub, Gross/Net Pay
Payroll Taxes/Less Than Earned
BUSINESS MANAGEMENTRanking/Evaluation CriteriaRevenue /Quality Businesses“Best Practices"/Criteria
MeasurementsBusiness Success/Quality BusinessBusiness Costs and CalculatingPricing/Selling Price and InventoryRevenue, Costs, and ProfitEffective AdvertisingTeamwork and Cooperation
PLANTSLeaves, Roots, and StemsFlower, Fruit, and SeedPlant Families/The World of TreesBroadleaf Trees/Conifers and PalmsFerns, Mosses, Algae, and FungiDissecting a FlowerAdopt-A-Tree/Bark Rubbings
OBSERVING INVERTEBRATESClassificationInsects: The Most Numerous
ArthropodsFamiliar Orders of InsectsSpiders: Arthropod EngineersCrustaceans/CentipedesWorms and Mollusks: Invertebrates
without External SkeletonsStrange Sea SpecimensProtozoans: Microscopic
Invertebrates
FORCES OF EARTHStructure/Earthquakes/VolcanoesFiery, Layered, and Changed RocksHidden Treasures: Gems and MetalsHidden Treasures: Important FuelCaves/A Giant Magnet
GOD’S GREAT UNIVERSEGalaxies, Constellations, and StarsEarly Ideas in AstronomyExploring the Solar SystemsOur Earth/The Mysterious MoonSmaller Space TravelersDrawing Ellipses
EXPLORING SPACEUnderstanding LightInstruments of AstronomyPrinciples of Space Flight/Race to
the MoonSpace Stations
The Space Shuttle and Beyond Satellites and Space ProbesExploring the Inner/Outer PlanetsThe Origin of the UniverseReflection and RefractionSpace Report
MATTER AND CHEMISTRYMaterials and MatterAtoms: Building Blocks of MatterThe Elements, Observing, and
GroupsMolecules and CompoundsSeparating Mixtures
SAFETY AND FIRST AIDEmergency Action StepsRescue Breathing/Heimlich ManeuverAdult/Child/InfantChoking and Prevention/CoughDifferent Types of Wounds
First Aid for Small /Severe WoundsNosebleeds/Animal Bites/FallsElectrical Shock/Fires and PreventionEscape Plan/Fire Alarms/Fire Safety
ProceduresPoisons and Poison Kit/Prevention
and First AidWater Safety and Accident
PreventionBoating Safety/Water Rescue/Ice
SafetyLost and Found/PreventionSafe WheelsWays to Prevent InjuriesSafety Belts/School Bus Safety/Bicycle
Safety
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SIXTH GRADE MATH NUMERATION
Digits/Reading and Writing NumbersOrdinal NumbersPlace Value/Number Line/Expanded
Notation
OPERATIONSAddition: Addends and Sum, Whole
Numbers, Regrouping; Decimals, Fractions and Mixed Numbers;
with Signed NumbersSubtraction: Difference, Subtrahend,
Minuend; Whole Numbers, Regrouping (Borrowing); Decimals, Fractions and Mixed Numbers; with Signed Numbers
Multiplication: Multiplication as Repeated Addition, Factors and Product, Table, Regrouping, Notations; Whole Numbers, Decimals, Fractions and Mixed Numbers; with Signed Numbers
Division: Dividend, Divisor, Quotient, Whole Numbers, Remainders; Decimals, Fractions and Mixed Numbers; with Signed Numbers, Division Notations
Powers: Powers as Repeated Multiplication, Base and Exponent; Powers of Whole Numbers, Decimals, and Fractions; Negative Exponents, Scientific Notation
Roots: Square Roots, Cube Roots, Using a Calculator to Find Roots
FRACTION CONCEPTSFractions and Mixed Numbers:
Reading and Writing, Numerator and Denominator, Fractional Part of a Whole, Group, Set, or Number, Comparing and Ordering, Equivalent Fractions, Reducing, Improper Fractions, Least Common Denominator, Converting Fractions to Decimals and Percents, Reciprocals
Decimals: Reading and Writing, Comparing and Ordering, Converting to Fractions and Percents
Percents: Reading and Writing Percents, Identify/Find Percent of a Whole, Group, Set, or Number; Percents to Fractions and Decimals, Greater Than 100%, Percent of Change, Ratios/Proportions/Rates
ESTIMATION Rounding Whole Numbers, Decimals,
and Mixed NumbersEstimating Sums, Differences, Products,
Quotients, Roots; Using to Verify Reasonableness of Calculation
Deciding if an Exact Answer or Approximate Answer is Desired
NUMBER THEORYFact FamiliesEven and Odd/Factors, Multiples, and
DivisibilityPrime and Composite NumbersGreatest Common Factor (CGF)Least Common Multiple (LCM)Divisibility Tests/Prime Factorization
NUMBER SETS AND NUMBERSYSTEMSCounting Numbers/Whole NumbersDecimal Number System/Negative
NumbersIntegers/Rational and Irrational
NumbersRoman Numerals
MEASUREMENTU.S. Customary: Length, Capacity,
Weight
Metric: Prefixes, Length, Capacity, MassTemperature: Fahrenheit/Celsius ScaleTime: Seconds, Minutes, Hours, Days,
Months, Years, Digital and Analog Time Displays, Writing Time of Day, Writing Dates
Square/Cubic Units/Degrees of an ArcStandard Abbreviations
UNIT CONVERSIONConversion in the U.S. Customary
System/Metric SystemSimplifying Mixed NumbersUnit MultipliersConversion Between Temp. Scales
MEASURINGLength/Time/Capacity/Mass/WeightAngles/Activities/EstimatingSelecting Appropriate Units
INDIRECT MEASUREScale Factor/Using Similar TrianglesScale Drawings (Two-Dimensional)
TOOLSRuler (U.S. Customary and Metric)Protractor/Thermometer/Balance ScaleMeasuring Cup/Stopwatch
GEOMETRYBasic Terms: Points, Segments, Rays,
Lines, Angles, PlanesLines: Types
ANGLESTypesUnknown Angle MeasureAngle Bisectors/Adjacent Angles
POLYGONSDescribing and Classifying/DrawingSides and Vertices/Perimeter/AreaRegular/Similarity and CongruenceInterior and Exterior AnglesSum of Angle MeasureTriangles: Perimeter and Area, TypesQuadrilaterals: Types
CIRCLESCenter/Radius and Diameter/
Circumference/Pi/Area/Sectors/Concentric Circles
SOLIDSDescribing and ClassifyingFaces, Edges, and VerticesDrawing/Volume/Surface Area/
Polyhedrons
PERIMETERPolygons/Circles/Complex Figures
AREATriangles/Rectangles/Parallelograms/
TrapezoidsCircles/Semicircles and SectorsComplex Figures/Estimating Area
VOLUMEPrisms/Cylinders/PyramidsCones/Spheres/Estimating Volume
COORDINATE GEOMETRYNaming and Graphing Ordered PairsOrigin/Intercepts of a Line
CONSTRUCTIONCircles/Congruent SegmentsAngle Bisectors/Perpendicular
BisectorsCongruent Triangles
ALGEBRAPATTERNSNumeric/Geometric Patterns/Story-
Problem Patterns
SEQUENCESTerms/Period/Arithmetic/ Geometric/
Pictorial Sequences
INTEGERSAdding and Subtracting/Signed
NumbersMultiplying and Dividing Integers/
Signed NumbersAbsolute Value
ALGEBRAIC CONCEPTS AND PROCEDURES
Variables/Symbols of InclusionEvaluating/Substitution/ConstantsSimplifying/Factoring/Combining Like Terms
EQUATIONSSolving for an Unknown/Multistep
EquationsWriting an Equation for a Given Word
Problem and vice versaTransformation Equations (Using the
Addition/Multiplication Rules)Balance Scale for Solving EquationsLiteral Equations
INEQUALITIESSolving/Graphing on a Number Line/
Coordinate Plane
FUNCTIONSFormulas/Input-Output TablesFunction Rules/Graphs/RatesLinear Functions/Nonlinear Functions
PROPERTIESAssociative/Commutative Property of
Addition/MultiplicationIdentity Property of Addition/Multipl.Distributive/Zero Property of Multipl.
GRAPHINGNumber Line/Coordinate Plane/OriginQuadrants/Graphing Points, Lines, and
Parabolas
STATISTICS AND DATA ANALYSISTallies/SurveysClosed-Option/Open-Option
QuestionsQuantitative Data/Qualitative DataPopulations/Representative Samples/
Bias
ORGANIZING AND ANALYZING DATA
Tables/Frequency Tables/AverageMean, Median, Mode, and RangeSelecting the Best Measure of Central
Tendency for a Given SituationChoosing an Appropriate Graph/
Schedules
REPRESENTING DATALegend (Key)/Bar GraphsComparative Bar Graphs (Double-Bar
Graphs)Histograms/PictographsLine Graphs/Double-Line Graphs/
Line PlotsCircle Graphs (Pie Graphs)Stem-and-Leaf Plots/Coordinate Planes
PROBABILITYNotations for Expressing Probability
THEORETICAL PROBABILITYClassifying Events as Impossible,
Unlikely, Likely, or CertainSimple Probability/Chance/Outcomes/
Experimental ProbabilityPerforming Probability Experiments/
Making PredictionsAccuracy of Predictions as Affected by
Number of Trials
PROBLEM-SOLVING STRATEGIESBreak a Problem into Simple PartsAct Out the Problem/Use Logical
ReasoningDraw a Diagram/Draw a Picture/Work
BackwardMake a Chart, Graph or ListGuess and Check (Trial and Error)Distinguish Between Relevant and
Irrelevant InformationFind Missing InformationExtend PatternsApply Solution Strategies for Simple
Problems to Complex Problems
MATHEMATICAL REASONINGAlgebraic/Spatial ReasoningJustifying Solutions/Developing
GeneralizationsFormulating Conjectures/Classifying
and Sorting
REAL-WORLD CONNECTIONSUsing Money to Represent Place
Value/Writing Money Amounts Properly
Estimating Price Totals/Price Discount/Price Markup/Gratuity/Tax
Change Back in Money TransactionsSimple and Compound Interest/DebtInterpreting Remainders in Word
ProblemsUsing Integers to Describe Real-World
SituationsRepresenting Everyday Situations with
Graphs and Algebraically
COMMUNICATIONSGroup Work/Justifying SolutionsWritten Communication/Oral
Communication
MANIPULATIVESFraction CirclesCurrency/Personal ChecksCalculators/Stopwatch/Ruler/Tape
MeasureGrid Paper/Square-Inch Tiles/Color
CubesProtractor/Straightedge/Compass/
Relational Geometric Solids
TECHNOLOGYCalculators/Computer ResearchComputer Application for Teachers
and Students
FINANCIAL PEACE JUNIORDebt and What the Bible Says About
DebtWorking: Pay, Reasonable
Expectations, Success and What the Bible Says About Work; Benefits of Hard Work
Giving: When and What, Character Development, and What the Bible Says About Giving
Saving: Why, Avoid Instant Gratification, Consider the Cost, Mature Decisions and What the Bible Says About Saving; Create a Spending Plan (Budget),
Spending: the Fun Part, Spending Well is a Skill, Don’t Worship Stuff/Worth is Not Found in Things, and What the Bible Says About Spending
ACTIVITY BOOKS/KITS/PARENT’S GUIDE
ENVELOPE SYSTEM
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7th Junior High
LITERATURESIX THEMESCourageNature and manGenerosityOur landHumilityFamily
GENRES REPRESENTEDFablesDramaPoetry
HymnsScriptureShort storyBiographyAutobiographical accountsEssays/Historical essays
GRAMMARCapitalization/ Punctuation rulesKinds of sentences and diagrammingEight parts of speech and their usesDiagramming eight parts of speechSentence structure
COMPOSITIONThe writing processOutliningThe librarySummariesBook reports/Research paperWriting styleLetter writing
VOCABULARY, SPELLING, POETRYVocabulary lessonsWeekly spelling lessonsEight poems memorized
LANGUAGEARTS
HISTORY & GEOGRAPHY
SCIENCE
PHYSICALEDUCATION
BIBLE
TENNESSEE HISTORYGEOGRAPHY Influence of geography on the
development of Tennessee Tennessee map
HISTORY Original thirteen coloniesColonial lifeFrench and Indian WarRevolutionary WarLouisiana Purchase and other
acquisitions Pioneers and settlements Differences between North and South Civil WarReconstruction
Native Americans Immigration Transportation World War I/World War IIGreat Depression/New Deal Presidents from Tennessee Tennessee governors SlaveryHistorical videos
GOVERNMENT Types of government Three branches of government Suffrage/Civil rights Elections State and local governments
RELIGIONPioneers, Indians, and slaves
CULTUREPioneers, Indians, and slaves
BIBLICAL INTEGRATIONGod is the Creator of all thingsGod’s wisdom and power in history Christian character traits Sonship—servant principle Calvary and the Second Coming Current events evaluated using Biblical
principles Conflict of humanism with Biblical
principles
The True Source of WisdomGod’s Plan and Purpose of the HomeProper Attitudes and ActionsThe Role of FriendsThe Flesh vs. the SpiritGod’s Will in the Life of a ChristianGod’s Definition of Success
SPECIAL STUDIESBasic Bible DoctrinesFundamentals of the FaithThe Ten CommandmentsThe Books of the Bible
PROJECTSReading of the Book of ProverbsChapel Notes
MEMORY VERSES58 verses
LIFE SCIENCE FOUNDATIONDefinitions of Science, Modeling,
Thinking Scientifically, Limitations of Science, Biblical vs Naturalistic world-view, Scientific Method, Characteristics of Life, Cell Theory, Molecules and Life, Classifications, Cell Structure and Function, Cellular Respiration, Photosynthesis
HEREDITY & THE ORIGIN OF LIFEGenes, Cell Division, Mitosis, Meiosis,
Asexual and Sexual Reproduction, DNA Replication; RNA Transcription, Protein Synthesis; Mendelian Genetics; Genetic Crosses; Variations on Simple Genetics; Genetic Disorders; Gene Mutations; Chromosomal Changes; Genetic Engineering; Cloning; Stem Cell Research; Biblical Creationism; Age of the Earth; Flood; Fossils; History of Evolutionary Theory; Mutations and Evolution; Evolutionary Family Tree; Speciation
MICROBIOLOGY AND PLANTBIOLOGYBacterial Structure; Bacterial
Reproduction; Antibiotic Resistance; Viruses; Protozoan Movement, Nutrition, and Reproduction; Algal Structure, Nutrition, and Reproduction; Protists; Fungi Structure, Nutrition, and Importance; Plant structure; Water Movement; Gas Exchange and Photosynthesis in Plants; Plant Growth and Hormones; Tropisms; Photoperiodism; Plant Classifications and Life Cycles; Plant Reproduction; Flower Structure, Seeds, and Pollination
ANIMAL KINGDOMSponges, Cnidarians, Flatworms,
Roundworms, Earthworms, Mollusks, Echinoderms, Arthropods; Vertebrate Body Systems in Fish, Amphibians, Metamorphosis, Reptiles; Birds, Mammals, Classifications of Mammals; Animal Behavior, External and Internal Fertilization, Placental Reproduction
INTERACTIONS IN THEENVIRONMENTEcosystems, Biomes, Water Cycle,
Succession, Biotic Community, Populations, Carbon and Oxygen Cycle, Nitrogen Cycle, Limiting Factors; Circadian and Seasonal Rhythms; Food Chains, Webs, and Ecological Pyramids; Relationships between Organisms, Competition; Camouflage, Warning Coloration, Mimicry, Predation, Symbiosis, Parasitism; Natural Resources, Agriculture, Endangered Species, Extinction, Human Population Changes, Conservation, Pollution
COMPLEX DESIGN OF THE HUMAN BODYStructure and Function of Skin, Skeletal
System; Types of Muscles, Blood Cells; Blood Clotting, Blood Types and Plasma; Heart Structure; Blood Flow, Pressure; Immune Systems, Excretory System, Respiratory System, Nervous System, Brain Anatomy
Basic Principles of Physical Fitness
FUNDAMENTAL SKILLS:BasketballVolleyballSoccer
Flag FootballSpeedballSoftball
PERFORM THE FOLLOWING SKILLS:Mile Run
10-minute RunPush upsSit-upsPull-upsShuttle Run
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SEVENTH GRADE MATH NUMERATION
Read and write whole numbers and decimals
Place value/Number linesRead and write numbers in expanded
notationUse comparison symbolsCompare numbers – real and rationalRead and write numbers in scientific
notation
ADDITIONAdd – integers, decimals, fractions,
mixed numbersSolve addition problems with
regrouping
SUBTRACTIONSubtract – integers, decimal numbers,
fractions and mixed numbersSolves subtraction problems with
regrouping
MULTIPLICATIONMultiply – integers, decimal numbers,
fractions, mixed numbersSolves multiplication problems with
regroupingUnderstands multiplication notations
DIVISIONUnderstands division notationsDivide – integers, decimal numbers,
fractions and mixed numbersSolves division problems with
remainders
PROPERTIES OF NUMBERS ANDOPERATIONSIdentifies even and odd integers, factors,
prime and composite numbersUnderstand divisibilityFind the greatest common factor (GCF)
and least common multiple (LCM)Uses divisibility testsFinds the prime factorization of whole
numbersUses positive exponents with whole
numbers, decimals, fractions, integersUses negative exponents with whole
numbersFind square and cube rootsFollow order of operationsUse inverse operations
ESTIMATIONRounds whole numbers, decimals,
mixed numbersEstimates sums, differences, products,
quotients, squares, square rootsFinds approximate irrational numbers
RATIO AND PROPORTIONALREASONINGFinds a fractional part of a whole, group,
set, or numberWrite equivalent fractionsConverts between fractions, terminating
decimals, repeating decimals, percentsFind the reciprocals of numbersSimplify complex fractions involving one
term in the numerator/denominatorFinds a percent of a whole, group, set,
or number
Works with percents greater than 100%Solves percent of change problemsSolve proportions with an unknown in
one termFinds unit rates and ratios in
proportional relationshipsApplies proportional relationships such
as similarity, scaling, and ratesEstimates and solves application
problems involving proportional relationships such as similarity and rate
PATTERNS, RELATIONS,AND FUNCTIONSGenerate an alternate representation
of dataUses, describes, and extends arithmetic
sequencesCompletes input/output tablesAnalyzes a patter to verbalize a rule, to
write an algebraic expressionEvaluates an algebraic expression to
extend a pattern
VARIABLES, EXPRESSIONSEQUATIONS, AND INEQUALITIESSolve equations – with one unknown
variableSolve one-step equation with whole
numbers, fractions, decimals, exponents
Solve two-step equations with whole numbers, fractions, decimals
Graph an inequality on a number line
GEOMETRYDescribes and names points, segments,
rays, lines, angles, planes
PROPERTIES AND RELATIONSHIPS OF LINESDescribes, identifies and draws parallel,
perpendicular, intersecting, horizontal, vertical, and oblique lines
Properties and relationships of angles:Describes, identifies, and draws acute,
obtuse, right, and straight anglesIdentifies and finds complementary,
supplementary angles, angles formed by transversals, vertical, and adjacent angles
PROPERTIES AND RELATIONSHIPSOF POLYGONSIdentifies and describes regular
polygons, interior/exterior anglesFinds and uses the sum of angle
measuresUnderstands the effects of scaling on
area and volumeUnderstands similarity and congruenceClassifies triangles and quadrilaterals
3!DIMENSIONAL FIGURESUse nets to represent 3-D figuresDraw 3-D figures
COORDINATE GEOMETRYNames and graph ordered pairsIdentify and graph reflections,
translations, rotations, and symmetry and linear equations
MEASURING PHYSICAL ATTRIBUTESUse customary and metric units of
length, area, volume, weight, and capacity
Use temperature scales Fahrenheit and Celsius
Use units of time
SYSTEMS OF MEASUREMENTConverts units of measure in the U.S.
Customary System as well as the metric system
Convert between systems using unit multipliers
SOLVING MEASUREMENTPROBLEMSFind the perimeter of polygons, circles,
and complex figuresFind the area of triangles, rectangles,
parallelograms, trapezoids, circles, semicircles, complex figures, estimate the area
USE APPROPRIATE MEASUREMENTINSTRUMENTSUse rulers, compass, protractor,
thermometer
DATA COLLECTION ANDREPRESENTATIONCollect and display dataMakes and interprets charts, tables,
pictographs, line graphs, histograms, bar graphs, circle graphs, Venn diagrams, line plots
DATA SET CHARACTERISTICSFind mean, median, mode, rangeSelect the best measure of central
tendencyDetermine trends from dataEvaluate and make predictions from a
graph
PROBABILITYCalculate, make predictions, evaluate
accuracy of experimental probabilitiesIdentify the sample spaceCalculate simple, compound,
complement, independent, and dependent probability
PROBLEM SOLVINGStrategies – works it out, draw a picture,
find a patter, guess, make an organized list, make it simpler, make a table, use logical reasoning, work backwards, write a sentence or equation
COMMUNICATIONQuestions and responds, works with
partners or groups, writes about math
MATHEMATICAL REASONINGUse algebraic, spatial reasoningClassifies and sortsExplains and justifies an answer
CONNECTIONSTo architectures, art, geography, history,
science, social studies, sports
*Also See Electives on Page 31
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LITERATURESIX THEMESFriends/HeroesChoicesDiscoveries/AdventurersViewpoints
GENRES REPRESENTEDShort fictionNovel/DramaPoetry/Hymns/FolktaleEssay/Personal essayHumorousDiary
GRAMMARCapitalization rulesPunctuation rulesKinds of sentences and diagrammingEight parts of speech and their usesDiagramming eight parts of speechSentence structure
COMPOSITIONManuscript formThe writing processThe libraryOutliningSummaries
Book reportsParagraphsDescriptionsResearch paperWriting styleJournalism
VOCABULARY, SPELLING, POETRYVocabulary lessonsWeekly spelling lessonsEight poems memorized
LANGUAGEARTS
GEOGRAPHY
SCIENCE
PHYSICALEDUCATION
BIBLE:NEW TEST.
& OLD TEST. SURVEY
Physical, political, and cultural geography
GEOGRAPHYComplete Survey of geography principles
and regionsMaps/globeGeographical terms Latitude and longitude Equator/Hemispheres Continents/Oceans U.S. states and capitals Location of other countries Map skills – direction, keys, legends, etc. Shape and structure of the earth Natural resources/AgricultureMotions of the earth’s movements Climate Layers of the atmosphere
HISTORY Geographic approach to key historic events
GOVERNMENT Overview of types of governments; current issues
ECONOMICS Influence of land, climate, and resources on national economics
RELIGION Stewardship of resources Biblical basis and illustrations for
geographic principlesGeography of Bible landsComparative world religions World missions
CULTURE Eight cultural regions and their influence on lifestyles, sports, arts, and culture
BIBLICAL INTEGRATIONGod is the Creator of all thingsGod’s wisdom and power in history Christian character traits Sonship – servant principle Calvary and the Second Coming Current events evaluated using Biblical
principles Conflict of humanism with Biblical
principles
REVIEWBooks of the BibleThe Ten DoctrinesThe Baptist DistinctivesThe Fundamentals of the Faith
DIVISIONSThe chronological sequence of the New
Testament/Old TestamentThe significance of each division in relation
to the books contained within
OVERVIEW OF EACH BOOKThe author, theme, and purposeOutline of the book
NEW TESTAMENT SPECIAL EMPHASISThe key doctrines discussed in each bookThe life of Christ according to the GospelsThe ministry of the Apostle PaulThe Great Commission and discipleshipThe history and doctrine of the churchProphesy as discussed in Revelation
OLD TESTAMENT SPECIAL EMPHASISThe key doctrines discussed in each bookPictures and prophesies of Christ Intelligent design – the Days of CreationThe Abrahamic, Palestinian, and Davidic
covenantsThe History of Israel – Moses, Joshua,
the judges, the kings, the captivity, the restoration
Prophesy as discussed in Daniel
EARTH SCIENCEFOUNDATIONBiblical Dominion, World-view and Science,
Structure of Science, Scientific Models, Definition of Earth Science, Maps and Cartography, Matter, Forces, Energy, and Measuring
HEAVENSSun-Earth-Moon System, Sun’s Structure,
Composition, and Energy, Spectrum; The Moon’s Surface, Origin Theories; Earth’s Orbit, Seasons, Timekeeping, Lunar phases, Eclipses, Tidal Effects; Models of the Solar System, Kepler’s laws, Classification, and Description of Planets; Dwarf planets, Evidences for a young Solar System, Constellations, Star properties, Star Classifications, Galaxy Classifications, Cosmology, Rocketry, Space Exploration, Satellites, and Probes
ATMOSPHEREComposition and Thermal Structure of the
Atmosphere, Special Regions; Energy in
the Atmosphere, Measurable Weather Data, Causes of Wind, Global Wind Patterns, Local Winds, Cloud Formation, Cloud Classification; Precipitation, Dew and Frost; Air Masses and Weather Fronts, Causes of Precipitation, Winter Storms, Thunderstorms, Hurricanes, Weather Forecasting, Weather Maps, Climate and Climate Zones, Short-term Climate Changes from Volcanism and Oceanic Cycles, Climate Models, Long-term Climate Changes, Environmentalism, Biblical Stewardship of the Environment
ROCKY MATERIALSStudy of Minerals, Identification and
Classification of Minerals, Minerals as resources; Classification of Rocks, Igneous, Metamorphic, and Sedimentary Rocks, Uniformitarianism; Process of Fossilization, Paleontology, Fossil Fuels; Weathering, Erosion and Deposition, Soils and Soil Formation
RESTLESS EARTHDesigned for life, History of Geology,
Earth’s Interior Structure, Old-Young Earth Theories; Evidences for Catastrophic Change in Earth’s History; Tectonic models, Theories, and Forces; Earthquakes, Seismology, Effects of Earthquakes; Mountains and Hills formation, Volcanic emissions, Volcano Activity, Classification, and Intrusive Volcanism
WATER WORLDOcean basins and Landforms,
Seawater composition, Ocean Environments; Tides, Currents, Waves; Oceanography, Methods and Instruments of Oceanography, Deep Sea Exploration, Underwater habitats, Research Vehicles; Stream Characteristics, Lakes and Ponds, Limnology; Groundwater Reservoirs, Groundwater Chemistry, Water as a Resource, Solution Caves and Kars topography
Basic Principles of Physical Fitness
FUNDAMENTAL SKILLS:BasketballVolleyballSoccer
Flag FootballSpeedballSoftball
PERFORM THE FOLLOWING SKILLS:Mile Run
10-minute RunPush upsSit-upsPull-upsShuttle Run
8th Junior High
!157
MATH NUMERATIONRead and write whole numbers and
decimalsUnderstand place valueUsing number linesUse comparison symbolsCompare numbers – real and rationalRead and write numbers in scientific
notation
ADDITIONAdd integers, decimals, fractions,
mixed numbers, algebraic terms, polynomials, radical
Solve addition problems with regrouping
SUBTRACTIONSubtract integers, decimal numbers,
fractions and mixed numbers, algebraic terms, polynomials, radical expressions
Solves subtraction problems with regrouping
MULTIPLICATIONMultiply integers, decimal numbers,
fractions, mixed numbers, algebraic terms, polynomials, radical expressions, binomials
Solves multiplication problems with regrouping
DIVISIONDivide integers, decimal numbers,
fractions and mixed numbers, algebraic terms
PROPERTIES OF NUMBERS ANDOPERATIONSIdentifies even and odd integers, factors,
prime and composite numbersUnderstand divisibilityFind the greatest common factor (GCF)
and least common multiple (LCM)Uses divisibility testsFinds the prime factorization of whole
numbersUses positive exponents with whole
numbers, decimals, fractions, integersUses negative exponents with whole
numbersFind square and cube rootsFollow order of operationsUse inverse operations
ESTIMATIONRounds whole numbers, decimals,
mixed numbersEstimates sums, differences, products,
quotients, squares, square rootsFinds approximate irrational numbers
RATIO AND PROPORTIONALREASONINGConverts between fractions, terminating
decimals, repeating decimals, percentsFind the reciprocals of numbersSimplify complex fractions involving one
term in the numerator/denominatorFinds a percent of a whole, group, set,
or number
Works with percents greater than 100%Solves percent of change problemsSolve proportions with an unknown in
one termFinds unit rates and ratios in
proportional relationshipsApplies proportional relationships such
as similarity, scaling, and ratesEstimates and solves application
problems involving proportional relationships such as similarity and rate
Compares and contrasts proportional and non-proportional relationships such as similarity/rate
PATTERNS, RELATIONS, ANDFUNCTIONSGenerate an alternate representation
of dataUses, describes, and extends arithmetic
sequencesCompletes input/output tablesAnalyzes a patter to verbalize a rule, to
write an algebraic expressionEvaluates an algebraic expression to
extend a pattern
VARIABLES, EXPRESSIONS,EQUATIONS, AND INEQUALITIESSolve equations – with one unknown
variableSolve one-step equation with whole
numbers, fractions, decimals, exponents, and inequalities
Solve two-step equations with whole numbers, fractions, decimals, and inequalities
Graph an inequality and pairs of inequalities on a number line
GEOMETRYDescribes and names points, segments,
rays, lines, angles, planes
PROPERTIES AND RELATIONSHIPS OF LINESDescribes, identifies and draws parallel,
perpendicular, intersecting, horizontal, vertical, and oblique lines
PROPERTIES AND RELATIONSHIPS OF POLYGONSIdentifies and describes regular
polygonsFinds and uses the sum of angle
measuresUnderstands the effects of scaling on
area and volumeUnderstands similarity and congruenceClassifies triangles and quadrilaterals
3-DIMENSIONAL FIGURESUse nets to represent 3-D figuresDraw 3-D figures
COORDINATE GEOMETRYNames and graph ordered pairsIdentify and graph reflections,
translations, rotations, and symmetry and linear equations
MEASUREMENTSPHYSICAL ATTRIBUTESUse customary and metric units of
length, area, volume, weight, and capacity
Use temperature scales Fahrenheit and Celsius
Use units of time
SYSTEMS OF MEASUREMENTConverts units of measure in the U.S.
Customary System as well as the metric system
Convert between systems using unit multipliers
SOLVING MEASUREMENT PROBLEMSFind the perimeter of polygons, circles,
and complex figuresFind the area of triangles, rectangles,
parallelograms, trapezoids, circles, semicircles, complex figures, estimate the area
USE APPROPRIATE MEASUREMENTINSTRUMENTSUse rulers, compass, protractor,
thermometer
DATA COLLECTION ANDREPRESENTATIONCollect and display dataMakes and interprets charts, tables,
pictographs, line graphs, histograms, bar graphs, circle graphs, Venn diagrams, line plots
DATA SET CHARACTERISTICSFind mean, median, mode, rangeSelect the best measure of central
tendencyDetermine trends from dataEvaluate and make predictions from a
graph
PROBABILITYCalculate, make predictions, evaluate
accuracy of experimental probabilitiesIdentify the sample spaceCalculate simple, compound,
complement, independent, and dependent probability
PROBLEM SOLVINGStrategies – works it out, draw a picture,
find a patter, guess, make an organized list, make it simpler, make a table, use logical reasoning, work backwards, write a sentence or equation
COMMUNICATIONQuestions and responds, works with
partners or groups, writes about math
MATHEMATICAL REASONINGUse algebraic, spatial reasoningClassifies and sortsExplains and justifies an answer
CONNECTIONSTo architectures, art, geography, history,
science, social studies, sports
EIGHTH GRADE *Also See Electives on Page 31
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!159
NINTH GRADE ALGEBRA I
BIBLE:NEW TEST.
& OLD TEST. SURVEY
FOUNDATIONSOperations with real numbersOrder of operations Evaluation of algebraic expressionsDistributive propertySimplifying with properties of
exponents and rootsScientific notation
FUNCTIONS AND RELATIONSGraph functions on a coordinate planeIdentify sequences
EQUATIONSSolve one, two, and multi-step
equationsSolve proportionsSolve problems with percents
LINEAR EQUATIONS ANDFUNCTIONSWrite and graph linear equations in
slope-intercept formIdentify and graph direct and inverse
variationWrite equations of parallel and
perpendicular lines
POLYNOMIALSFactor polynomials using GCFFactor trinomialsOperations with polynomials
RATIONAL EXPRESSIONSSimplify rational expressionsLeast common multipleOperations with rational expressions
INEQUALITIESSolve and graph inequalities
SYSTEMS OF EQUATIONSSolve systems of equations using
graphing, substitution, and elimination
RADICAL EXPRESSIONSSimplify radical expressionsOperations with radical expressions
QUADRATIC EQUATIONSSolve using Pythagorean TheoremIdentify quadratic equations
ABSOLUTE VALUE EQUATIONSSolve absolute value equations and
inequalities
PROBABILITYProbabilityAnalyze and draw graphsMeasures of central tendency
REVIEWBooks of the BibleThe Ten DoctrinesThe Baptist DistinctivesThe Fundamentals of the Faith
DIVISIONSThe chronological sequence of the
New Testament/Old TestamentThe significance of each division in
relation to the books contained within
OVERVIEW OF EACH BOOKThe author, theme, and purposeOutline of the book
NEW TESTAMENT SPECIAL EMPHASIS
The key doctrines discussed in each book
The life of Christ according to the Gospels
The ministry of the Apostle PaulThe Great Commission and discipleshipThe history and doctrine of the churchProphesy as discussed in Revelation
OLD TESTAMENT SPECIAL EMPHASISThe key doctrines discussed in each
bookPictures and prophesies of Christ Intelligent design – the Days of
CreationThe Abrahamic, Palestinian, and
Davidic covenantsThe History of Israel – Moses, Joshua,
the judges, the kings, the captivity, the restoration
Prophesy as discussed in Daniel
*Also See Electives on Page 31
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TENTH GRADE ALGEBRA II
**SeeIntermediate
Math on Page 30
BIBLE
COMPUTERED
WEBDESIGN
USING PROPERTIES OF REALNUMBERSEvaluating Expressions and Combining
Like TermsUsing Rules of ExponentsFinding Percent of ChangeSolving and Graphing InequalitiesCalculating with Units of Measure
LINEAR FUNCTIONSIdentifying Functions and Using
Function NotationSolving Linear EquationsFinding Direct VariationGraphing Linear Equations Solving Equations and Inequalities with
Absolute ValuePerforming Operations with FunctionsAnalyzing Continuous, Discontinuous,
and Discrete FunctionsWriting the Equation of a LineUsing Parallel and Perpendicular LinesGraphing Linear Inequalities in Two
VariablesFinding the Line of Best Fit with Linear
RegressionFinding Inverses of Relations and
FunctionsPerforming Composition of Functions
MATRICESUsing Matrices to Organize Data and to
Solve ProblemsMultiplying MatricesFinding DeterminantsUsing Cramer’s RuleSolving Linear Systems with Matrix
Inverses
POLYNOMIALS AND POLYNOMIALFUNCTIONSUnderstanding PolynomialsMultiplying PolynomialsFactoring Polynomials
Dividing Polynomials Using Long Division
Using Synthetic DivisionUnderstanding Advanced FactoringSolving Polynomial EquationsFinding Polynomial Roots
RATIONAL AND RADICALFUNCTIONSSolving Inverse Variation ProblemsSimplifying Rational ExpressionsMultiplying and Dividing Rational
ExpressionsAdding and Subtracting Rational
ExpressionsSimplifying Radical ExpressionsRationalizing DenominatorsUnderstanding Complex FractionsUsing Fractional ExponentsSolving Radical Equations Solving Rational EquationsSolving Abstract Equations
LINEAR SYSTEMSSolving Systems of Equations by
GraphingSolving Systems of Equations Using the
Substitution and Elimination MethodsSolving Systems of Equations in Three
VariablesSolving Systems of Linear InequalitiesUsing Linear Programming
PROBABILITY AND STATISTICSFinding Measures of Central Tendency
and DispersionApplying Counting PrinciplesFinding Permutations and CombinationsUsing the Binomial TheoremFinding ProbabilityDistinguishing Between Mutually
Exclusive and Independent EventsFinding Conditional ProbabilityFinding the Normal Distribution
QUADRATIC FUNCTIONSConnecting the Parabola with the
Quadratic FunctionApplying Transformations to the
Parabola and Determining the Minimum or Maximum
Solving Quadratic Equations Completing the SquareUsing Complex NumbersUsing the Quadratic FormulaSimplifying Complex ExpressionsFinding the DiscriminantWriting Quadratic Equations from RootsSolving Quadratic Inequalities
TRIGONOMETRYUsing Pythagorean Theorem and
Distance FormulaUnderstanding Trigonometric Functions
and their ReciprocalsUsing Two Special Right TrianglesFinding Angles of RotationUnderstanding the Unit Circle and
Radian MeasuresFinding Inverse Trigonometric FunctionsUsing the Law of SinesUsing the Law of CosinesGraphing Sine and Cosine Functions
EXPONENTIAL AND LOGARITHMICFUNCTIONSGraphing Exponential FunctionsFinding Exponential Growth and DecayUsing LogarithmsUsing the Properties of LogarithmsUsing Natural LogarithmsEvaluating Logarithmic Expressions
CONIC SECTIONSMaking Graphs and Solving Equations
of Circles
LIFE OF CHRISTThe pre-incarnate ChristThe birth and childhood of ChristThe development of ChristThe baptism of ChristThe temptation of ChristJesus’ first miracleJesus’ early ministry
Jesus’ ministry in GalileeThe calling of the disciplesJesus’s feeding the multitudesThe transfigurationJesus’ year of oppositionJesus’ passion week and crucifixion
SCIENCE AND FAITHFaithCreationism and faithEvolution and the GospelHistory of evolutionBiblical approach to scienceThe FloodThe Unique Earth
HTML BasicsText ModificationHTML HeadingsImagesLinks and AnchorsWebsite Planning and ImplementationHTML Tables and Frames
FormsCSS and JavaScript
INTEGRATIONThe God of OrderThe Creator GodThe Great Commission
Website DeterrentsThe Principle of UnityCreating a God-honoring Webpage
PROJECTSSchool Website SubmissionWebsite Execution
WINDOWSBasics of computer hardwareBasics of Windows Basics of files and folders
MICROSOFT OFFICEFormatting a documentInserting object in a documentFormatting a research paperInserting tables and mail merge
MICROSOFT EXCELFormatting and managing worksheetsInserting formulas and functionsInserting charts and graphs
MICROSOFT POWERPOINTDesigning a presentationFormatting a professional presentation
using animations and transitionsInserting pictures, video, and audioCreating shapes and WordArt
*Also See Electives on Page 31
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11th Senior High
LITERATUREEARLY AMERICAN LITERATURESettlementReligious experienceRevolution
AMERICAN ROMANTICISMKnickerbockersNew England SchoolTranscendental optimistsTranscendental pessimists
AMERICAN REALISM ANDNATURALISMRegionalists/Realists/NaturalistsAnti-naturalists
MODERN AMERICAN LITERATURE:Modern poetry/Modern proseShort fiction/Essay/Drama
GRAMMARReview of grammarThe sentence/MechanicsDictionary skills/Library skills
Diction and usage
COMPOSITIONWriting processParagraphs/OutlineBook reports/Research paperCharacter sketch and analysisEssays/Paraphrases/SummaryLiterary Critique
VOCABULARY, SPELLING, POETRYVocabulary lessonsWeekly spelling lessons
LANGUAGEARTS
HISTORY & GEOGRAPHY
SCIENCE
AMERICAN GOVERNMENTGEOGRAPHYReferences to political geography
HISTORY Historical perspective of the phases of
American government
GOVERNMENT Democracy from ancient origins U.S. documents Types of government Three branches of government CitizenshipPatriotism Presidents/Elections State and local government
ECONOMICS TaxationEffect of bureaucratic funding on U.S.
economy Impact of foreign policy on U.S. economy
RELIGION Scriptural foundation for law and
government Influence of Christianity in early America
CULTURE Interest groups Mass mediaAmerican political behavior
BIBLICAL INTEGRATIONGod is the Creator of all thingsGod’s wisdom and power in history Christian character traits Sonship – servant principle Calvary and the Second Coming Current events evaluated using Biblical
principles Conflict of humanism with Biblical
principles
ECONOMICSGEOGRAPHY Influence of geography in economics
HISTORY History of American economics Early principles of economicsAdam Smith and The Wealth of Nations
GOVERNMENT Comparative economic systemsPurpose of government Government and macroeconomics Government’s potential danger to
economics American government and the economy
ECONOMICS Everybody’s economicsEverything has to be worked forGoods, wants, needsValue
Ways to prosperity Factors of productionLaws of supply and demandContrasting economic systemsHealthy competitionTypes of competitionEfficiency of productionDivision of labor Geographic specialization and tradeSavings in stocks, bonds, and mutual fundsThree functions of moneyMoney supplyBusiness cycles/InflationDangers of socialism
RELIGIONScriptural principles applied to all areas of economics Rewards of saving in ancient Egypt Jesus parable of talents
BIBLICAL INTEGRATIONGod is the Creator of all thingsGod’s wisdom and power in history Christian character traits Sonship – servant principle Calvary and the Second Coming Current events evaluated using Biblical
principles Conflict of humanism with Biblical
principles
CHEMISTRYFOUNDATIONSHistory, Role, Potential, and Christian
Perspective of Chemistry
MATTERStates of Matter, Interactions with Energy, Phase Changes
MEASURING AND CALCULATIONSMeasuring Systems; SI Units; Significant
Digits in Measurement and Calculation; Organized Problem Solving
ATOMIC STRUCTUREHistorical Development of Atomic Models;
Subatomic Particles; Orbitals, Quantum Numbers; Orbital Notation; Electron Configuration; Isotopic Notation
ELEMENTSModern Periodic Table; Descriptive
Chemistry; Periodic Trends of Atomic and Ionic Radii, Electro-negativity, Electron Affinity, and Ionization Energy
CHEMICAL BONDSCauses and Types of Bonds; Lewis
Structure, Formula Units, Properties of Compounds
BOND THEORIES AND GEOMETRYValence Bond Theory; Molecular
resonance; Orbital Theory; Valence Shell Pair Repulsion Theory; Molecular Shapes; Polar Covalent bonds
CHEMICAL COMPOSITIONOxidation Numbers; Writing Formulas;
Chemical Nomenclature; Polyatomic Ions; Balancing Chemical Equations; Types of Reactions
CHEMICAL CALCULATIONSThe Mole; Structural, Molecular, Empirical
Formulas; Percent Composition/Yield; Stoichiometric Conversions; Limiting Reactants;
GASESProperties of Gases; Measuring Pressure;
Gas Laws; Partial Pressures
SOLIDS AND LIQUIDSIntermolecular Forces; Properties of Solids
and Liquids; Phase Changes;Crystalline Solids, Phase Diagram
SOLUTIONSSolution Types; Solvation; Solubility, Rates
of Solution; Measuring Concentration; Colligative Properties; Colloids
ACIDS, BASES, AND SALTSProperties of Acids, Bases and Salts; Acid
and Base Definitions; pH and pOH Scales; Neutralization; Titrations; Buffers
OXIDATION-REDUCTIONRedox reactions; Electro-chemistry;
Electrolytic cells; Electrolysis; Voltaic cells
ORGANIC CHEMISTRYOrganic Compounds; Hydrocarbons;
Functional Groups; Organic reactions; Carbohydrates; Lipids
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ELEVENTH GRADE ADVANCED
MATH
GEOMETRY
BIBLE
EXPONENTIALS AND LOGARITHMSFactor exponentials Solve exponential equations Evaluate exponential functions Understand and use logarithmsFind common logarithms/Natural logarithmsEvaluate logarithms
COMPLEX NUMBERSFactor/Graph complex numbers Express complex numbers in polar form Find sums and products of complex
numbers Rationalize denominators Find complex roots of equations
EQUATIONS AND INEQUALITIES Use the Pythagorean theorem and
inequalities Solve fractional/radical/abstract equations/Use designated roots to identify equations Use synthetic division
SYSTEMS OF EQUATIONS ANDINEQUALITIESSolve systems of three equations Use systems to solve application problems Solve nonlinear systems Solve systems of two inequalities Use matrices to solve systems of equations
FUNCTIONSUse function notation/Evaluate functions Understand domain and range Use function tests/absolute value functions Understand asymptotes Find inverse functions Use linear variation
LINESWrite equations of lines Use the distance formula Understand lines as locuses Write equation of a line equidistant from
two points Use the midpoint formula Know forms of linear equationsFind distances from points to linesPOLYNOMIALS AND POLYNOMIAL
FUNCTIONSComplete the square Use the quadratic formula Use abstract coefficients
CONICSKnow the general conic sectionsComplete the square to graph conic
sections
FOUNDATIONS OF GEOMETRYUse scale factors Find lengths of diagonals of rectangular
solidsUnderstand symmetry, reflections, and
translations
ANGLESUnderstand parallel lines and use
transversalsUse angle bisectors Use angles greater than 360°
CIRCLESFind areas of circles and sectors Know properties and parts of circles
POLYGONSIdentify similar polygons Find the sum of the angles in a polygonUnderstand regular polygonsFinding areas and missing parts of trianglesUnderstanding properties of trapezoids
PLANAR AREAFind areas of sectors and segments of
circles
SURFACE AREAFind lateral surface areas/surface areas of
cones/spheres
VOLUMEFind volumes of cylinders and prisms/cones
and pyramids/spheres
SEQUENCES AND SERIESUse the fundamental counting principle Use binomial expansion
Work with arithmetic/geometric means and progressions
Find sums of arithmetic/geometric series
MATRICES Find determinants Use Cramer’s rule Use matrices to solve systems of equationsAdd/Multiply matrices
FUNCTIONS AND GRAPHS Evaluate in 45°-45°-90° triangles Evaluate in 30°-60°-90° triangles Determine signs of trigonometric functionsKnow the reciprocal trigonometric
functionsKnow the inverse trigonometric functions Use radian measures of angles Understand periodic functions (sinusoids)Use De Moivre’s theorem
IDENTITIES AND INEQUALITIESUse the triangle inequality postulate Define sine, cosine, and tangent Solve problems with angles of elevation
and depression Add vectors using trigonometrySolve trigonometric equationsUse the law of sines/cosines Know and use the sum and difference
identities/tangent identities
SOLVE WORD PROBLEMS Number problems/Variation problemsMoney problems/Digit problems Mixture problems/Age problemsRate problems/abstract rate problems Boat-in-the-river problems Convert with unit multipliers Angular velocity problems Clock problems
STATISTICS AND PROBABILITYUse summation notation/linear regression Use two-variable analysis Understand the normal distribution Draw box-and-whisker plots Compute percentiles/z scores/permutations Compute combinations/simple probability
BIBLE DOCTRINESBibliologyTheologyChristologyPneumatologyAnthropologyHamartiology
SoteriologyAngelologyEcclesiologyEschatology
BIBLE READINGRead through New Testament
Read I Samuel – II Chronicles, Ecclesiastes, Daniel, Proverbs
BIBLE MEMORIZATIONMemorize selected Bible verses associated
with Bible doctrines throughout year
GEOMETRY FOUNDATIONSIdentify points, lines, planes, segments,
and anglesIdentify fundamental postulates and
theoremsSolve proofs with parallel lines
LOGIC AND REASONINGIdentify various types of statementsSolve two-column proofs
COORDINATE GEOMETRYFind midpointsFind length using Distance FormulaSolve problems with Pythagorean
TheoremGraph lines using slope-intercept Write equations of parallel and
perpendicular linesGraph and solve linear systems of
equations
TRIANGLESIdentify types and identify and solve
proofs with triangle theoremsFind special points in a triangleSolve triangle inequalitiesIdentify properties of equilateral and
isosceles trianglesIdentify similar triangles
POLYGONSTypes and find perimeter and area of
polygonsIdentify similar polygons
QUADRILATERALSTypes and identify properties of
quadrilaterals
RIGHT TRIANGLES ANDTRIGONOMETRYFind geometric meanSolve proofs using right triangle theorems
Use ratios of 45-45-90 and 30-60-90 triangles
Identify vectorsTrigonometric ratiosUse Law of Sines
CIRCLESIdentify and find arc lengths and areas of
sectorsIdentify properties of chords, secants, and
tangentsSolve problems with inscribed angles and
circlesWrite the equation of a circle
SOLIDSIdentify types and find volume and
surface area
TRANSFORMATIONSIdentify types of transformations
*Also See Electives on Page 31
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12th Senior High
LANGUAGEARTS
SOCIAL SCIENCE
SPEECH
STATISTICS
APOLOGETICS
ACT REVIEWReview English, Math, Reading, and
Science Reasoning sections for upcoming ACT tests
Five different practice ACT tests will be taken over the course of nine weeks
PERSONAL FINANCEWays to saveInvestment optionsWealth building and college saving
Avoiding the dangers of debtBeing an aware consumerCredit bureaus and collection practicesBudgetingBargain shoppingRelationships and moneyCareer choices and taxesIns and outs of insuranceReal estate and mortgagesRead Proverbs to identify all money
references
CAREER DEVELOPMENT ANDWISDOMListen to guests lecturers on careers and wisdomTake on-line surveys to determine skills
and values matchupsTake on-line survey to determine
spiritual gifts
INTRO TO STATISTICSIdentify types of dataIdentify methods of collecting data
GRAPHING DATAIdentify frequency distributions and
histogramsIdentify various types of graphs for
representing dataIdentify common problems with bad
graphs
BASIC STATISTICSIdentify mean, median, mode, and rangeIdentify the shape of a distributionIdentify standard deviation and variance
Identify percentages using standard deviation in a distribution
Find z-scores, outliers, and percentiles
PROBABILITYSimple and compound probabilityIdentify addition and multiplication
rule for probabilityIdentify permutations and combinations
PROBABILITY DISTRIBUTIONSIdentify probability distributionFind mean, and standard deviation for
probability distributionsIdentify binomial and Poisson
distributions
NORMAL DISTRIBUTIONSFind probabilities using z-scoresUsing the Central Limit Theorem and
samplesUse normal distribution as approximation
to binomial distributionDetermine if data is normal
ESTIMATES AND SAMPLE SIZEEstimate a population proportion, mean, and varianceInterpret a confidence intervalFind critical valuesFind margin of error
REVIEWBooks of the BibleThe Ten DoctrineThe Baptist DistinctivesThe Fundamentals of the Faith
THE BAPTIST DISTINCTIVESKnow and explain each one with
support from Scripture
APOLOGETIC DEFENSE OF GODAND THE BIBLEUtilizing systematic knowledge of
science, history, and logic to defend God and His Word
COMPARATIVE RELIGIONSThe deception of false religions of the
world including Catholicism, Islam, Jehovah’s Witness, and Mormonism
Defending the truth of Scripture against the false religions
WORLD-VIEW AND DISCIPLESHIPThe duty of Christians in reaching
others for ChristThe importance of discipleship and the
power of multiplication
LITERATUREEARLY AMERICAN LITERATURESettlementReligious experienceRevolution
AMERICAN ROMANTICISMKnickerbockersNew England SchoolTranscendental optimists/pessimists
AMERICAN REALISM ANDNATURALISMRegionalistsRealistsNaturalists/Anti-naturalists
MODERN AMERICAN LITERATUREModern poetry/proseShort fiction/EssayDrama
GRAMMARReview of grammarThe sentence/MechanicsDictionary skills/Research skillsDiction and usage
COMPOSITIONParagraphVocation projectThesis/Outline
NarrativeDescriptionCharacter sketchBook reportsLiterary CritiquePersonal essayFiction Stories
VOCABULARY, SPELLING, POETRYVocabulary lessonsWeekly spelling lessons
PHILOSOPHY OFCOMMUNICATIONThe importance of effective
communicationThe necessity of public speaking Biblical emphasis and examples
concerning the power of speech
EFFECTIVE PUBLIC SPEAKINGThe balance of good content with
effective deliveryUtilizing effective speech technique–
posture, body language, gestures, vocal qualities, energy, enthusiasm, eye contact, poise, rapport, facial expression
CONSTRUCTING A SPEECHPRESENTATIONThe elements of a speech presentation–
introduction, outline, conclusionConstructing different types of
speeches – Informative,
Demonstration, Devotional, Dramatic Production
DELIVERING A SPEECHPRESENTATIONPresenting different types of
speeches - Scripture reading, Poetry, Prose Selection, Impromptu, Personal Illustration, Informative, Demonstration, Devotional
Performing in Fine Arts competition
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5TH GRADE MATHEMATICS TARGET PERFORMANCE OBJECTIVES!FRANKLIN ROAD CHRISTIAN SCHOOL!
(2016-2017)!
5th!Grade!Mathematics!Introduction!
!!!
GOALS:!!
1. TO INTEGRATE THE BIBLE INTO THE MATH LESSONS!!
2. TO HAVE AN UNDERSTANDING OF NUMBERS AND OPERATIONS!!
3. TO INCREASE KNOWLEDGE OF MEASUREMENT!!
4. TO INCREASE UNDERSTANDING OF GEOMETRY!!
5. TO GAIN A KNOWLEDGE AND UNDERSTANDING OF ALGEBRA!!
6. TO INCREASE UNDERSTANDING OF STATISTICS, DATA ANALYSIS, AND ! PROBABILITY!!
7. TO GAIN AN UNDERSTANDING OF MATHEMATICAL REASONING!!!!!!!!
➢ OBJECTIVES ARE BASED ON THE HOLY BIBLE AND ON SAXON MATH 6/5 BY SAXON PUBLISHERS!
!➢ ALL OF THESE OBJECTIVES ARE TO BE ACCOMPLISHED WITH AT LEAST 80%
ACCURACY BY THE CLASS !
➢ OBJECTIVES IN BOLD PRINT ARE CORE OBJECTIVES OF THIS COURSE!!!!!!!!!!!!!!!
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5TH GRADE MATHEMATICS COURSE OUTLINE!FRANKLIN ROAD CHRISTIAN SCHOOL!
(2016-2017)!
5th!Grade!Mathematics!Course!Outline!
I. TPOS FOR ALL YEAR !
A. Biblical!integration!1. Absoluteness!of!God’s!Word!!(1.1)!2. God!is!a!God!of!order!!(1.2)!3. Eternal!qualities!of!God!!!(1.3)!4. Greatest!in!heaven!(1.4)!5. Description!of!money!used!in!Bible!(1.5)!6. Concept!of!addition!using!Bible!examples!(1.6)!7. Concept!of!subtraction!using!Bible!examples!(1.7)!8. Christians!as!sheep!(1.8)!9. Comparison!of!lines!to!infinity!of!God!(1.9)!10. Concept!of!multiplication!using!Bible!examples!(1.10)!11. Equal!groups!(1.11)!12. Fractional!parts!(1.12)!13. Concept!of!division!using!Bible!examples!(1.13)!14. Term!“associative”!to!friends!(1.14)!15. Factors!and!blessings!(1.15)!16. Temperature!(1.16)!17. Time!measurements!in!the!Bible!(1.17)!18. Multiples!(1.18)!19. Congruency!(1.19)!20. Comparison!to!God!(1.20)!21. Classification!of!Christians!(1.21)!22. Use!of!pictures!(1.22)!23. Measurement!of!spiritual!lives!(1.23)!24. God’s!attributes!(1.24)!25. Mean!or!average!(1.25)!26. Circles!(1.26)!27. Probability!(1.27)!28. List!of!fractions!(1.28)!29. Whole!numbers!and!fractions!(1.29)!30. Identification!of!Christians!(1.30)!31. Estimation!(1.31)!32. Seconds!in!measurement!(1.32)!33. Weights!and!measures!in!the!Bible!!(1.33)!34. Overflow!of!blessings!(1.34)!35. Equivalent!fractions!(1.35)!36. Prime!and!composite!numbers!(1.36)!37. Creator!of!all!solids!(1.37)!38. Mean,!mode!and!median!(1.38)!39. God’s!capacity!(1.39)!40. Actions!and!attitudes!(1.40)!41. Foundation!of!faith!(1.41)!42. Negatives!and!positives!(1.42)!!
!II. TPOS FOR FIRST NINE WEEKS
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5TH GRADE MATHEMATICS TARGET PERFORMANCE OBJECTIVES!FRANKLIN ROAD CHRISTIAN SCHOOL!
(2016-2017)!
5th!Grade!Mathematics!Target!Performance!Objectives!
!!GOAL 1: TO INTEGRATE THE BIBLE INTO THE MATH LESSONS !
! _________!1.1!!!!!Contrast!the!absoluteness!of!God’s!Word!with!the!absoluteness!of!math!(Hebrews!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!4:12)!
!_________!1.2!!!!!Explain!that!God!is!a!God!of!order!using!examples!such!as!the!days!of!!
!!!!!!!!!!!!!!Creation,!etc.!!
! _________!1.3!!!!!Compare!the!eternal!quality!of!God!with!the!infinity!of!numbers!by!locating!verses!in!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!the!Bible!(Genesis!17:7Q8,!Psalm!119:89)!!
_________!1.4!!!!!Tell!how!the!least!will!be!the!greatest!in!Heaven!!_________!1.5!! Describe!two!times!in!the!Bible!that!money!is!used!(Genesis!42Q44,!Luke!19:2Q8)!!_________!1.6!!! Explain!the!concept!of!addition!by!using!examples!from!the!Bible!(Matthew!6:33X!!!!!!!!!!!!!!!!!!!!!!!!!!!! Acts!11:24)!!_________!1.7!!! Explain!the!concept!of!subtraction!and!give!by!using!examples!in!the!Bible!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!(Gideon’s!army)!!!_________!1.8!!!!!Explain!how!God!wants!us!to!combine!with!Christians,!separate!from!the!world,!are!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!equal!in!His!sight,!and!compares!us!to!sheep!!!_________!1.9!!!!!Compare!lines!(infinity)!to!God!!!!!_________!1.10!!!Explain!the!concept!of!multiplication!by!using!examples!in!the!Bible!!_________!1.11!!!State!examples!in!Bible!which!includes!equal!groups!(ex.!Jesus!had!the!disciples!seat!the!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!crowd!in!groups!of!fifty)!!_________!1.12!! Locate!verses!in!the!Bible!illustrating!fractional!parts!(Genesis!41:34)!!_________!1.13!!!Explain!the!concept!of!division!by!using!examples!from!the!Bible!(Genesis!13X!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!I!Kings!3:25)!!_________!1.14!!!Apply!the!term!“associative”!to!friends!or!groups!and!state!what!the!Bible!says!about!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!them!!_________!1.15!!!Compare!factors!to!blessings!!_________!1.16!!!State!who!controls!the!temperature!!_________!1.17!!!Locate!at!least!three!instances!in!the!Bible!when!time!measurements!are!used!!!!!!!!!!!!!!!!!!!!!!!!!!!! (hourQ!Matthew!22:44X!dayQ!Genesis!1Q2X!year!Genesis!1:14)!!_________!1.18!!!Tell!about!conversation!between!Abram!and!God!using!multiples!in!Genesis!18!!_________!1.19!!!State!how!Christians!are!to!be!congruent!
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DESCRIPTIVE SCHOOL FEATURES REPORT
The curriculum is guided by scope and sequences and goals and objectives. The two are interrelated. Acceptable performances are noted on the goals page, and the time
frames have been integrated into the course outlines.
Franklin Road Christian School is accredited by the Tennessee Association of Christian Schools and approved as a Category II school by the Tennessee State Board of
Education and the State Department of Education. FRCS is also accredited by the Southern Association of Colleges and Schools.
P R O F E S S I O N A L I N D E X E S
S P I R I T U A L I N D I C AT O R S
S U R V E Y S A N D I N T E R V I E W S
S T U D E N T A C H I E V E M E N T
D E M O G R A P H I C S
S C H O O L P R O F I L E O V E R V I E W
MISSION, BELIEFS, AND VIS ION
INTRODUCTION
S C H O O L F E AT U R E S
S T R AT E G I C A C T I O N P L A N
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The four goals in the strategic action plan represent the major weaknesses identified by the School Improvement Committee. The supporting general objectives and strategies plot the steps for correcting these deficiencies. The strategies, especially the desired results, give specificity and measurability to the general objectives.
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STRATEGIC ACTION PLANThe process of planning, organizing, and directing Franklin Road Christian School’s improvement plan toward predetermined desired results is called strategic planning. The strategic action plan was formulated by the School Improvement Committee to address four specific areas of concern identified by analyzing the profiling data.
The school improvement process began with Franklin Road Christian School’s Committee addressing three important areas: (1) the school’s mission, (2) the school’s programs in light of the mission, and (3) the school’s strengths and weaknesses as identified through the profiling and faculty collaboration processes. This process involved planning, researching, allocating resources, and, of course, conducting collaborative sessions, all of which were focused on collecting and analyzing data to identify the school’s strengths, weaknesses, and concerns.
The outcome of this process was a set of institutional goals with broad objectives and measurable strategies (each with a number of desired results) aimed at achieving seven goals. Each strategy is supported with strategic activities in six areas: (1) target area, (2) lead people, (3) affected people, (4) investment outlay, (5) desired results, and (6) assessment. The strategic plans collectively contain desired results. The desired results are written as target performance objectives; these objectives focus on teachers, students, and general school outcomes.
Franklin Road Christian School’s Committee used the following guidelines in developing the school’s strategic action plan:
1. Identify who will be responsible for areas of concern of significant areas of research. 2. State the target area in five or fewer words. 3. Identify finances, lead people, training sessions, resource needs, etc. 4. Identify the time line for objectives and strategies (flexible but within the school year; amount of
time allocated for a strategy or desired result is determined by the leadership; critical time frames are listed in brackets and indicate the time frame for an objective or desired result).
5. Support strategic statements with desired results. 6. Limit the number of goals to a maximum of seven a year. Identifying more may dilute the
Committee’s focus. 7. Limit the number of strategies per goal to a maximum of six, usually five or less. 8. Use as many desired results statements as needed to explain each strategy statement. 9. Identify assessment tools for verifying achievement of goals.
Some goals could carry through five years. This is not the rule, but it is common. In fact, the goal could be ongoing. The Committee projects the time frame for each goal. The goal could extend for two or three years or even one year. The Committee makes these decisions. First, the Committee, along with the faculty and other involved parties, brainstorms and discusses school improvement until goals are identified. Once identified, a good writer puts them in easy-to-read format statements. The goal has a general objective that includes the strategies and desired results for that year. The strategies direct the school to specific performance statements (desired results). Collectively, these components comprise the strategic plan of action.
The following goals represent the major weaknesses identified by the Franklin Road Christian School Improvement Committee. The supporting objectives and strategies plot the steps for achieving the goal statement. The strategies and desired results give specificity and measurability to the general objectives. The six components and corresponding definitions are as follows:
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1. Target Area – five or fewer words that describe the focus of the strategy
2. Lead People – the person or persons responsible for providing leadership that guides the affected people to desired results
3. Affected People – the people affected by the strategy
4. Investment Outlay – intervening sources that will bring about change, sources such as people, training, time, finances, and equipment; these sources answer the question “What will be used to bring about a desired change?” Collectively, the intervening sources comprise the investment outlay.
5. Desired Results – express the intended outcomes in a target performance objective format; may or may not need to be adjusted; time, research, and/or additional data may necessitate adjusting the investment outlay design to better serve the goal; on occasions the desired results are directed to someone other than the people stated in the stem statement - in such instances, brackets are used to specify the second or third party and to introduce the desired result.
6. Assessment – the means, procedures, or processes used to evaluate the investment outlays in relation to the desired results - assessment answers the question “What was done to assess the value of the investment outlays and desired results?”
Collectively, these elements represent the directives of the school improvement strategic plan.
The time line for all goals is based on the normal school year - July to June; strategies are occasionally limited to a more restricted time frame, as are desired results. If a time frame accompanies a strategic statement, the time frame applies to all desired results, and it means the strategic plan is achieved within this time frame. The time frame listed in brackets indicates the strategy or desired result is achieved within the time frame indicated; otherwise, the time frame is within the school year.
The four goals in the strategic action plan represent the major weaknesses identified by the School Improvement Committee. The supporting general objectives and strategies plot the steps for correcting these deficiencies. The strategies, especially the desired results, give specificity and measurability to the general objectives.
Each strategy is divided into six elements: (1) Target area (2) Lead people (3) Affected people (4) Investment outlay (5) Desired results (6) Assessment
These elements along with the goal and general objective statements represent the Committee’s plan of action for addressing the most pressing weaknesses identified by the profiling process.
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GOAL ONE:
ESTABLISHMENT AND UTILIZATION OF AN ALUMNI DATABASE
Subcommittee: Mrs. Jaylyle Harris, Mr. Jimmy Olsen, Mr. Kenton Kramer
Supporting Data: 2011 Accreditation Team Report, Section 5.7, Recommendation 1 (This was also recommended in 2006.)
Goal Started 2010-2011 Items of Completion: General Objective 1.1 To establish a database of alumni locations Strategies 1.1.1 to 1.1.4 1.1.1 Create a database with contact information for all alumni
Target Area: Alumni database Lead People: The Committee Affected People: Alumni Investment Outlay: Personal time Desired Results: • Accumulated data to create a database for future use • A communication tool between the school and alumni
Assessment: The database created can be used for many different aspects in helping to better the school.
1.1.2 Establish checklist of past graduates and distribute a contact card including the following information: 1. Name 2. Address 3. Phone number 4. Email 5. Family information 6. Year graduated from FRCS Target Area: Alumni Lead People: The Committee Affected People: Alumni Investment Outlay: Cost of contact cards, personal time Desired Results: • Data accumulated from the contact cards will add information to the
alumni database. • Communication between the school and additional alumni
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Assessment: An increased database of alumni information
1.1.3 Monitor percent of feedback of contact cards Target Area: Alumni database Lead People: The Committee Affected People: Alumni Investment Outlay: Personal time Desired Results: • Increased communication between school and alumni • Increased alumni data
Assessment: Percentage of contact with alumni will increase
1.1.4 Research Social Media Networking sites to register alumni Target Area: Alumni database Lead People: The Committee Affected People: Alumni Investment Outlay: Cost of program or database Desired Results: • Increased communication between school and alumni • Increased alumni data
Assessment: By using Social Media we will be able to increase our database at a relatively low cost.
Year 1 (2012-2013) General Objective 1.2 To incorporate activities in which alumni can participate Strategies 1.2.1 to 1.2.4 1.2.1 Collect data through social networking
Target Area: Alumni database Lead People: The Committee Affected People: Alumni Investment Outlay: Cost of program or database Desired Results: • Increased communication between school and alumni • Increased alumni data
Assessment: We will have a larger database to pool information from when researching our alumni. This will give us greater opportunities to learn from our alumni.
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1.2.2 Host alumni basketball game Target Area: Alumni database Lead People: The Committee Affected People: Alumni Investment Outlay: Advertisement Desired Results: • Increased alumni participation • Increased ability to interact with alumni
Assessment: This will allow us the opportunity to get alumni back onto campus where they will be able to interact with current students and staff.
1.2.3 Host alumni dinner Target Area: Alumni database Lead People: The Committee Affected People: Alumni Investment Outlay: Cost of meal Desired Results: • Increased involvement between school and alumni • Increased list of donors to school projects
Assessment: Although this may cost us some money, this will be a way in which we can start to formally organize an alumni association. This alumni association can be used for many purposes in the school.
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Year 2 & 3 (2013-2014 and 2014-2015) General Objective 1.3 To compile more extensive data from alumni and establish more effective communication Strategies 1.3.1 to 1.3.3 1.3.1 Design and distribute a survey requesting the following information:
Target Area: Alumni Lead People: The Committee Affected People: Alumni Investment Outlay: Cost of survey materials, personal time Desired Results: • Excellent response from the alumni • Acquisition of more detailed information concerning alumni and their
families
Assessment: Gained information can be used in various ways to improve school.
1.3.2 Update database with survey information Target Area: Alumni Lead People: The Committee Affected People: Alumni Investment Outlay: Personal time Desired Results: • Useful information gained placed into database to be used in various ways • Information placed into database in a timely manner to be used in near
future
Assessment: Information entered as soon as acquired so it can be used in various areas
1.3.3 Develop and distribute a semi-annual school alumni newsletter with up-to- date school information (fall, spring)
Target Area: Alumni Lead People: The Committee Affected People: Alumni Investment Outlay: Cost of newsletter, personal time Desired Results: • Creation of an alumni newsletter that will be attractive, professional, and
useful to the reader • Increased communication between the school and the alumni • Increased alumni involvement in school
Assessment: Increased communication and alumni involvement will confirm success of the newsletter.
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Year 4 (2015-2016) General Objective 1.3 To evaluate effectiveness of overall school program Strategies 1.3.1 to 1.3.5 1.3.1 Analyze data to determine the effectiveness of the academic programs
Target Area: Alumni database Lead People: The Committee Affected People: School Investment Outlay: Personal time Desired Results: • To determine if the academic programs are adequate for preparing
students for college, etc. • Data will contribute in confirming strengths and weaknesses of the school
Assessment: Data will be used to improve the school
1.3.2 Analyze data to determine the effectiveness of the spiritual program Target Area: Alumni database Lead People: The Committee, Kurt Copeland Affected People: School Faculty and student body Investment Outlay: Personal time Desired Results: • To determine if the school is reaching the hearts of the students and
instilling spiritual values • To determine if the school is adequately teaching a Christian worldview • Changes made in curriculum to enhance the spiritual aspect of the
school’s program • Chapel programs evaluated
Assessment: Data can be used to strengthen the school in the spiritual areas
1.3.3 Possible curriculum changes made and implemented into school program Target Area: School Curriculum and spiritual activities Lead People: The Committee, Kurt Copeland Affected People: Faculty and student body Investment Outlay: Cost of possible different curriculum and personal time Desired Results: • Changes made in the curriculum to strengthen the academic program of
the school • Student education improved and strengthened
Assessment: Overall school program improved
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Year 5 (2016-2017) General Objective 1.4 To evaluate effectiveness of overall school program Strategies 1.4.1 to 1.4.2 1.4.1 Analyze data to determine the effectiveness of the academic programs
Target Area: Alumni database Lead People: The Committee Affected People: School Investment Outlay: Personal time Desired Results: • To determine if the academic programs are adequate for preparing
students for college, etc. • Data will contribute in confirming strengths and weaknesses of the school
Assessment: Data will be used to improve the school.
1.4.2 Develop video clips of former graduates for testimonial purposes school information (fall, spring)
Target Area: Alumni Lead People: The Committee Affected People: Alumni Investment Outlay: Cost of video production Desired Results: • Promote the impact of FRCS in the life of its graduates • Increased communication between school and community of what we are
accomplishing in our graduates • Increased alumni involvement in school
Assessment: Video clips will be placed on school website under a promotional feature of what graduates have to say about FRCS.
Goal #1 Set for Completion 2016-2017
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GOAL TWO:
ACHIEVEMENT OF A SUCCESSFUL SCIENCE DEPARTMENT Subcommittee: Mr. Kenton Kramer, Mrs. Amy Bancroft, and Miss Lizzy Gildemeister
Supporting Data: Low science scores on SAT (see pp. 63-65); student surveys reveal students do not enjoy science class and science experiments should be utilized more frequently.
Goal Started 2010-2011 Objectives Completed: General Objective 1.1 To establish what is needed to create a successful science department Strategies 1.1.1 to 1.1.3 1.1.1 Teachers will assess current curriculum
Target Area: Science curriculum Lead People: Subcommittee Affected People: Science teachers Investment Outlay: Staff development, personal time Desired Results: • Current curriculum will be analyzed • Strengths and weaknesses will be identified
Assessment: Teachers will report their findings to the administration with details of the strengths and weaknesses discovered in their analysis; they will also give their projections for improvement in the science program of the school.
1.1.2 Teachers will analyze other successful science departments Target Area: Science department Lead People: School Administrator, subcommittee Affected People: Subcommittee Investment Outlay: Personal time, cost of trips to other schools Desired Results: • Visits will be made to schools with successful science departments • Teachers will analyze successful science departments • An evaluation of the needs of the FRCS science department will be made
Assessment: Teachers will observe and evaluate what makes those science programs successful and report their findings to the administration.
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1.1.3 Teachers will develop a five-year plan to develop a successful science department
Target Area: Science department Lead People: School Administrator, subcommittee Affected People: Science teachers Investment Outlay: Personal time Desired Results: • Development of a successful science curriculum & lab • Increased SAT science scores and ACT Science Benchmarks
Assessment: Develop a layout of the steps needed to develop an effective science program at FRCS
Objectives to be Completed: Year 1 (2012-2013) General Objective 1.1 To strengthen science curriculum by evaluating sequence and incorporating outside materials which would enhance the overall science program Strategies 1.1.1 to 1.1.3 1.1.1 Evaluate the order in which the sciences are taught in grades 7th-12th
Target Area: Science department Lead People: Subcommittee Affected People: Science teachers Investment Outlay: Staff development, personal time Desired Results: • Current curriculum will be analyzed in the order in which it is taught • May need to change sequence in which it is taught • Will help students as they prepare to meet ACT benchmarks
Assessment: Develop a logical sequence for the teaching of material in the classroom (At the present time Biology is taught in the ninth grade and Physical Science is taught in tenth, but may not be in correct order based on ACT benchmark scores for the past 5 years)
1.1.2 To incorporate the use of charts and data interpretation of science related material in the classroom
Target Area: Science department Lead People: School Administrator, subcommittee Affected People: Science teacher Investment Outlay: Personal time, cost of charts and data problems Desired Results: • Students will be able to interpret charts on SAT, EXPLORE, PLAN, and ACT tests • Students will be able to use scientific data to answer scientific questions
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Assessment: Students will be able to interpret charts and scientific data problems when given in class, which will ultimately increase scores on SAT, EXPLORE, PLAN, and ACT tests.
1.1.3 Science teachers will use current events to incorporate trends and technology into the classroom
Target Area: Science department Lead People: School Administrator, subcommittee Affected People: Science teachers Investment Outlay: Classroom time, student participation Desired Results: • Development of a greater understanding of current issues in science • To establish a love of the sciences at an early age • Students will be able to articulate a scientific article to the class
Assessment: Science teachers will give one current event per quarter to students; grades will be given for research of topic and presentation to the class.
Year 2 (2013-2014) General Objective 2.1 To evaluate the effectiveness of our science program Strategies 2.1.1 to 2.1.3 2.1.1 Uniformity in curriculum must be finalized at beginning of year two.
Target Area: Science department Lead People: Subcommittee Affected People: Science teachers Investment Outlay: Cost of buying new textbooks if needed Desired Results: • Administration, teachers, and students will all be on the same page • Teachers will be able to add to curriculum
Assessment: Uniformity in the school’s approach to what sequence and curriculum will be used in the science classes
2.1.2 Incorporate opportunities for our science teachers to receive outside training and help
Target Area: Science department Lead People: School Administrator, subcommittee Affected People: Science teacher Investment Outlay: Cost of training Desired Results: • Teachers will be given opportunities to develop themselves professionally • Teachers will gain a greater understanding of what it takes to have a
successful science department
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Assessment: Teachers will be able to directly impact student understanding with increasing their understanding of the sciences; students will gain a greater understanding with the professional development of teacher training.
2.1.3 Science teachers will develop a list of scientific items needed in the classroom by order of importance
Target Area: Science department Lead People: School Administrator, subcommittee Affected People: Science teacher Investment Outlay: Cost of materials on list Desired Results: • To allow students to have hands on activities in the classroom • Development of a successful science curriculum & lab
Assessment: Improvement in student surveys when asked about the use of labs on a regular basis in class (This has been a negative response over the past years); students need to be able to conduct labs in the classroom.
Year 3 (2014-2015) General Objective 3.1 To develop scientific resources in the classroom and after school programs to encourage the love of science Strategies 3.1.1 to 3.1.3 3.1.1 To establish a facilities plan for the overall science program in terms of location and resources available for teachers and student use
Target Area: Science department Lead People: Subcommittee Affected People: Science teacher Investment Outlay: Cost to implement Facilities Plan Desired Results: • Research the cost of building a new science lab • Students will be given the opportunity to conduct class in a modern lab
Assessment: Facility improvements will help to change current attitude towards the science program; students will want to get involved in the science department
3.1.2 To continue to build current scientific recourses with existing facilities Target Area: Science department Lead People: School Administrator, subcommittee Affected People: Science teacher Investment Outlay: Personal time, cost of resources Desired Results: • Teachers will continue to purchase necessary items in the classroom • Teachers will pursue outside resources for donations of scientific equipment
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Assessment: By expanding resources, students will have more opportunities to learn in the classroom; the direct result would be that students will be able to apply skills that they are learning to answer scientific questions.
3.1.3 The organization of a science club to allow students the opportunity to explore other areas of science
Target Area: Science department Lead People: Subcommittee Affected People: Science teacher Investment Outlay: Personal time, cost of projects Desired Results: • To increase student learning in the area of the sciences • To allow students the opportunity to do projects that could not be done
during the normal school day
Assessment: Students that want to learn more about the sciences will have the opportunity by the utilization of a science club.
Year 4 (2015-2016) General Objective 4.1 To focus on three predetermined benchmark areas established by the ACT Corporation Strategies 4.1.1 to 4.1.3 4.1.1 Students will be able to understand complex experimental designs
Target Area: Science department Lead People: School Administrator, subcommittee Affected People: Science teacher Investment Outlay: Staff development, Personal time Desired Results: • Students will be able to analyze and understand complex designs
Assessment: The effectiveness of this will be observed through student readiness in predetermined ACT benchmark scores.
4.1.2 Students will be able to predict the results of an additional trial or measurement in an experiment.
Target Area: Science department Lead People: School Administrator, subcommittee Affected People: Science teacher Investment Outlay: Personal time Desired Results: • Students will be able to successfully complete this in the classroom with lab
experiments from the teacher
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Assessment: The effectiveness of this will be observed through student readiness in predetermined ACT benchmark scores.
4.1.3 Students will be able to understand the methods and tools used in a complex experiment.
Target Area: Science department Lead People: School Administrator, subcommittee Affected People: Science teacher Investment Outlay: Personal time Desired Results: • Students will be able to come up with their own experiments by using this
criterion • Students will score higher in science categories at State competition in
March
Assessment: The effectiveness of this will be observed through student readiness in predetermined ACT benchmark scores.
Year 5 (2016-2017) General Objective 5.1 The continual focus of three predetermined benchmark areas established by the ACT Corporation Strategies 5.1.1 to 5.1.3 5.1.1 The students will be able to identify strengths and weaknesses in one or more models.
Target Area: Science department Lead People: Subcommittee Affected People: Science teacher Investment Outlay: Personal time Desired Results: • Students will be able to answer questions involving models in the classroom • Students will be able to list strengths of a model • Students will be able to list weaknesses of a model
Assessment: The effectiveness of this will be observed through student readiness in predetermined ACT benchmark scores.
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5.1.2 The students will be able to identify similarities and weaknesses in one or more models.
Target Area: Science department Lead People: School Administrator, subcommittee Affected People: Science teacher Investment Outlay: Personal time Desired Results: • Students will be able to answer question involving models in the classroom • Students will be able to list similarities within models • Students will be able to list weaknesses within models
Assessment: The effectiveness of this will be observed through student readiness in predetermined ACT benchmark scores.
5.1.3 Students will be able to determine which mode or models is supported or weakened by new information.
Target Area: Science department Lead People: School Administrator, subcommittee Affected People: Science teacher Investment Outlay: Personal time Desired Results: • Students will be able to apply new information to given situations and
correctly determine the support
Assessment: The effectiveness of this will be observed through student readiness in predetermined ACT benchmark scores.
Goal #2 Set for Completion 2016-2017
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GOAL THREE:
ACHIEVEMENT OF A STRONG READING PROGRAM
Subcommittee: Mrs. Michelle Cox, Mrs. Jacki Johnson, Mrs. Jay Harris, Mrs. Deb Robinson
Supporting Data: Stanford achievement reading scores, Iowa State achievement testing scores, unfavorable responses regarding reading from surveys
Goals Started 2016-2017 General Objective 1.1 To establish what is needed to create a successful reading program Strategies 1.1.1-1.1.3 1.1.1 Teachers will assess current reading programs school-wide Target area: Reading curriculum Lead people: Subcommittee Affected people: Reading/Language teachers Investment outlay: Staff development, Personal time Desired results:
• Current curriculum will be analyzed • Strengths and weaknesses will be identified
Assessment: Teachers will report their findings to the administration with details of the strengths and weaknesses discovered in their analysis. They will also give their projections for improvement in the reading program of the school.
1.1.2 Teachers will analyze other successful reading programs. Target area: Reading programs Lead people: Subcommittee Affected people: Subcommittee Investment outlay: Personal time Desired results:
• Finding a reading program that will fit with the school curriculum • Teachers will analyze successful reading programs • An evaluation of the needs of the FRCS reading program Assessment: Teachers will observe and evaluate which reading programs are or could be successful at our school.
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1.1.3 Teachers will develop a 3-year plan to implement a successful reading program.
Target area: Reading program Lead people: Subcommittee Affected people: Subcommittee Investment outlay: Personal time, possible cost of reading program
Desired results: • Development of a successful reading program • Increased standardized test scores in reading comprehension
Assessment: Develop a layout of the steps needed to develop an effective reading program at FRCS.
Year 2 (2017-2018) General Objective 1.2 – To implement a school-wide reading program Strategies 1.2.1-1.2.3
1.2.1 Teach reading skills using the same criteria throughout the curriculum from grades K5-12
Target area: Reading skills Lead People: Subcommittee Affected People: All teachers Investment outlay: Personal time, staff development Desired results:
• Determine the criteria on which the reading skills instruction will be based
• Consistently teach the same curriculum throughout grades K5-12 • Track reading comprehension improvement for grades K5-12
Assessment: Teacher evaluations and Iowa State Achievement Tests will be used to monitor the progress of teaching reading skills using the same criteria throughout the curriculum.
1.2.2 To ensure the reading process has its proper role in the classroom Target area: Reading program Lead People: Subcommittee Affected People: All teachers
Investment Outlay: cost of books, apps, or other resources needed for the reading program
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Desired Results: • Teachers will be given resources for enhancing reading skills • Share new ideas applied in the classroom throughout the year • Report strengths and weaknesses in the implemented reading
program.
Assessment: Ongoing record of each class's improvement in reading comprehension
1.2.3 Reading/Language teachers will attend a reading seminar for staff development
Target area: Reading program Lead people: Mrs. Michelle Cox and Mrs. Jacki Johnson Affected people: All teachers Investment Outlay: Personal time, teacher convention
Desired results: • Discuss principles learned in a seminar • Become aware of the school-wide reading goals and objectives • Integrate proper instruction into the classroom
Assessment: Teacher evaluations will be conducted with results of each year’s class improvement.
Year 3 (2018-2019) General Objective 1.3 To ensure the reading program has become an integral part of the classroom Strategies 1.3.1-1.3.2 1.3.1 Teachers will track the progress of the school’s reading program through the results of the Iowa State Achievement testing scores. Target area: Reading skills Lead people: Subcommittee Affected people: Language Arts teachers Investment outlay: Personal time Desired Results:
• Evaluate reading assessment tests scores for grades 1, 4, 7, and 10 • Graph results of assessments for the past three years • Determine strengths and weaknesses of these results • Formulate a strategy to enhance student reading abilities based on these
results
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Assessment: Teachers will turn in data for each class and the results will be compiled and evaluated.
1.3.2 Surveys will be conducted among the student body to determine students’ understanding of the importance of reading comprehension. Target area: Reading skills Lead people: Subcommittee Affected people: Students and teachers Investment outlay: Personal time Desired results:
• Administer surveys in all grades • Compile the results of the surveys • Determine the strengths and weaknesses of the reading program • Devise a strategy to enhance the students understanding of the school’s
reading program Assessment: Student surveys
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GOALS ACCOMPLISHED: PAST GOALS THAT HAVE ALREADY BEEN COMPLETED Goal: Achievement of a Strong Foundation in the Art of WritingGoal Started: 2010-2011 Goal Completion: 2015-2016
General Objective 1.1 To develop teacher understanding of the purpose and process of written communication General Objective 1.3 To achieve consistency in teaching writing skills throughout the curriculum from kindergarten through twelfth grade General Objective 1.4 To ensure the writing process has its proper role in the classroom General Objective 1.5 To ensure that the writing process has become a natural process in the classroom
Goal: The Renovation and Development of the LibraryGoal Started: 2010-2011 Goal Completion: 2015-2016
General Objective 1.1 To renovate the library General Objective 1.3 To increase all book sections and DVD sections General Objective 1.4 Continue to increase inventory
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