MISSION, BELIEFS AND VISION S - Educating for Eternity · 2. Involve the faculty in the school...

PROFESSIONAL INDEXES

SPIRITUAL INDICATORS

SURVEYS AND INTERVIEWS

STUDENT ACHIEVEMENT

DEMOGRAPHICS

SCHOOL PROFILE OVERVIEW

MISSION, BELIEFS, AND VISION

INTRODUCTION

SCHOOL FEATURES

STRATEGIC ACTION PLAN

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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

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

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:








INTRODUCTION



!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








INTRODUCTION



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


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


TOTAL 158 152 310 63 108

Num

ber o

f Stu

dent

s

0

100

200

300

400

108

63

310














TOTAL 155 175 330 54 94

Num

ber o

f Stu

dent

s

0

100

200

300

400

9454

330














TOTAL 181 190 371 61 121

Num

ber o

f Stu

dent

s

0

100

200

300

400

121

61

371














TOTAL 227 201 428 75 149

Num

ber o

f Stu

dent

s

0

100

200

300

400

149

61

428



Preschool 50 49 99 0 75

Kindergarten 20 28 48 34 25




Fourth Grade 21 14 35 5 6

Fifth Grade 14 12 26 4 3




Ninth Grade 12 13 25 3 8

Tenth Grade 15 10 25 7 4



TOTAL 237 233 470 79 157

Num

ber o

f Stu

dent

s

0

100

200

300

400

157

79

470


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%









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%









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%









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%









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%









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.


6%

6%

18%

20%

6%

44%


FRCS students represent fifty-eight different churches.


7%

7%

18%

23% 4%

40%


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.








INTRODUCTION



!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


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


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


Science 88 95 92


Math 89 89 89


Science 91 97 93

2B Language 93 85 94

Math 91 87 95


Science 98 97 93


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


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


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


!93


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


!94


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


!95


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


!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.








INTRODUCTION



!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.


Agree

Teachers 0% 13% 26% 52% 9%


Parents 3% 8% 24% 38% 27%

Teachers emphasize composition and writing skills.


Agree

Teachers 0% 0% 13% 70% 17%


Parents 1% 3% 18% 40% 38%

Teachers are fair and impartial to students.


Agree

Teachers 0% 17% 4% 70% 9%


Parents 1% 5% 13% 40% 41%

The school is preparing students for college.


Agree


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%


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%


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%


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.








INTRODUCTION



!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%


Teachers Students

Teachers and other adults are treated with respect by the students.

0%

25%

50%

75%

100%


Teachers Students

Church attendance is an essential part of my life.

0%

25%

50%

75%

100%


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.








INTRODUCTION



!118

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.

!119

School Name: Franklin Road Christian

City Murfreesboro, TN Date Submitted 9/15/15

Administrator Kenton Kramer

Date Updated 9/15/15 !

1 2 3 4 5 6 7 8 9 10 11 12 15 16 18 19

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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

0 9

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15

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300 3

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31

14

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TACS!Certification!Report!Summary!of!Employee!Data!for!Administrators!&!Teachers!

12!

!120

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.

!121

TEACHING YEARS EXPERIENCE BY DEPARTMENT | 2015-2016

Female165

Male75

Male Female

!122

TEACHERS’ HIGHEST DEGREE LEVEL | 2015-2016

0%

25%

50%

75%

100%

Administration Jr. / Sr. High Elementary

Bachelor Master Associate

!123

CERTIFICATION HELD BY FRCS TEACHERS

3

5

16

Standard Temporary Paraprofessional

!124

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.








INTRODUCTION



!126

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.

!127

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.

!128

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



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

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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

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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


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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


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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

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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

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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

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Further development of perspective Introduction to composition Study of accomplished artists

Computer basics Keyboarding


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

!155

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

!156

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

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

!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


!161

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


!162

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



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



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

!163

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


!164

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

!166

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!!!!!!!!!!!!!!!

!167

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

!

!175

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.








INTRODUCTION



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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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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


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


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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


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


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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