Wisdom Academy Community Survey Administered October 4

160 Pages·2013·5.47 MB·English

by  Jackie Jenkins

Appendix A
Evidence of Educational Need

The community survey was administered on nine separate days over a three-week period in
October. The purpose of the survey was to determine the interest and perceived need of a charter
school with the intended focus of Wisdom Academy in the Lord Berkley area of southeast
Raleigh. The following chart summarizes the responses.

Wisdom Academy
Community Survey
Administered October 4-October 21
100.0%
99.0%
98.0%
97.0%
96.0%
95.0%
94.0%
93.0%
92.0%

As can be seen, over 95% of all respondents (n=64, representing at least 56 potential students in
the neighborhood) agree there is a need for a charter school that places an emphasis on all of the
components Wisdom Academy intends to highlight.
A1
Wisdom Academy
Community Survey
Dear Participant: Thank you for taking the time to complete this survey. We appreciate your feedback!
Name:___________________________________________________________________________
Address:_________________________________________________________________________
Phone:____________________________ Email:_________________________________________
Signature:__________________________________________________ Date:_________________
*any personal information obtained on this form will only be used by the charter school for internal purposes only,
and will not be sold to any outside sources.
1. What grade is (are) your student(s) currently in? (check all that apply)
Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade
5th Grade 6th Grade 7th Grade 8th Grade
2. How does your student(s) currently do in school? (check all that apply)
Failing or close to failing
Below average (grades mostly C’s and D’s)
Average (grades mostly B’s and C’s)
Above average (grades mostly A’s and B’s)
3. Check all answers that would describe your student’s school experience thus far:
Needs more challenge
Seems to not be “connected” to school
Needs more support to develop core skills in reading, writing, and math
Does not participate in activities outside the school day
Loves school; does well in the current educational environment
Loves school; works hard and is successful
Attendance concerns
Enjoys hands-on work more than “book work”
Enjoys school but does not work up to his/her ability
Enjoys classes that use technology resources
Frustrated with school and not doing well
Does fine but seems bored or disengaged
Other (please specify)________________________________________________________________
4. On a scale of 1 (NO INTEREST) to 4 (HIGH INTEREST), please indicate your level of interest in the
following school options for YOUR student(s):
 Project-based elementary school 1 2 3 4
 Project-based middle school 1 2 3 4
 Ability to work in small groups 1 2 3 4
 Incorporation of art-based learning 1 2 3 4
 Additional support available for basic skill
development in reading, writing, and or math 1 2 3 4
 Ability for extra challenge for my student’s needs 1 2 3 4
 Other (Please specify)___________________________________________________________________
5. What response best describes your reaction to the charter school proposal at this time?
I’m highly interested but need more facts and details
I think it’s a great idea for the school district, but it probably does not fit my child’s needs
This proposal may work for my child; I’m undecided if I would have him/her apply
I’m not interested in this for my student
I do not think this is a good option for the district
Other (Please specify)_________________________________________________________
A2
Appendix B

Grade 1
Scope and Sequence
LC C- LA Comprehensive Curriculum General Resources
SF-Scott Foresman Resources Smart Exchange
Wisdom Academy
NC- North Carolina Unpacked Content LPB Cyber Channel
21st CT – 21st Century Tools Mathematics Cool Math (website)
Scope, Sequence, and Timeline/Curriculum Map
OC- OnCore Mathematics www.sheppardsoftware.com/math

First Six Weeks

TOPIC Days CCSS - 1st Grade- First 6 Weeks Resources Vocabulary

Pre-Test 1
Readiness 4 Readiness for First Grade SF R1- R6
Making 7 1.OA.1 Use addition and subtraction within 20 to solve word OC Lesson 5
Numbers to 10 problems involving situations of adding to, taking from, SF 1-1, 1-2, 1-3, 1-4
putting together, taking apart, and comparing, with NC, See Supp. Mat.
unknowns in all positions, e.g., by using objects, drawings, Anno’s Counting Book
and equations with a symbol for the unknown number to by Mitsumasa Anno
represent the problem. One Duck Stuck
by Phyllis Root
Addition 12 1.OA.1 Use addition and subtraction within 20 to solve word OC Lessons 1-3, Lesson 16 Join, more than,
problems involving situations of adding to, taking from, putting SF 2-1, 1-6, 1-9, 2-2, 2-3, 2- least, greatest, add,
together, taking apart, and comparing, with unknowns in all 4, 2-5, 2-6 sum, plus, equals,
positions, e.g., by using objects, drawings, and equations with a
NC vertical, horizontal
symbol for the unknown number to
Somewhere in the Ocean
represent the problem.
by Jennifer & T.J. Marsh
1.OA.5 Relate counting to addition and subtraction (e.g., by
Look Whooo’s Counting
counting on 2 to add 2).
1.OA.7 Understand the meaning of the equal sign, and determine if by Suse MacDonals
equations involving addition and subtraction are true or false. For
example, which of the following equations are true and which are
false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
1.OA.8 Determine the unknown whole number in an addition or
subtraction equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in
each of the equations 8 + ? = 11, 5 = – 3, 6 + 6 =
1.NBT.3 Compare two two-digit numbers based on meanings of the
tens and ones digits, recording the results of comparisons with the
symbols >, =, and <.
B1
TOPIC Days CCSS - 1st Grade- First 6 Weeks Resources Vocabulary

Assessment 1 Addition SF pgs. 59-60
1st 6 Weeks 1 District Assessment
Assessment

B2
General Resources
Grade 1 Smart Exchange
L CC- LA Comprehensive Curriculum
LPB Cyber Channel
SF-Scott Foresman Resources Wisdom Academy
Cool Math (website)
NC- North Carolina Unpacked Content M athematics
www.sheppardsoftware.com/math
21st CT – 21st Century Tools Scope, Sequence, and Timeline/Curriculum Map

Seco nd 6 Weeks

TOPIC Days CCSS – 1st Grade- Second 6 Weeks Resources Vocabulary

Subtraction 3 1.OA.1 Use addition and subtraction within 20 to solve OC Lessons 6-8, Lesson 11 Separating, fewer
word problems involving situations of adding to, taking SF 2-7, 1-7 than
from, putting together, taking apart, and comparing, with NC
unknowns in all positions, e.g., by using objects, drawings, More, Fewer, Less
and equations with a symbol for the unknown number to By Tana Hoban
represent the problem.
1.OA.2 Solve word problems that call for addition of three
whole numbers whose sum is less than or equal to 20, e.g.,
by using objects, drawings, and equations with a symbol for
the unknown number to represent the problem.
Using 8 1.OA.1 Use addition and subtraction within 20 to solve OC Lessons 7, 11, 12, 44 Subtract, difference,
Subtraction word problems involving situations of adding to, taking SF 2-8, 2-9, 2-10, 2-11, 1-8, 2- subtraction
Strategies from, putting together, taking apart, and comparing, with 12 sentences, minus,
unknowns in all positions, e.g., by using objects, drawings, NC vertical, horizontal,
and equations with a symbol for the unknown number to Ten Terrible Dinosaurs more than, fewer
represent the problem. By Paul Strickland than, add
1.OA.2 Solve word problems that call for addition of three
whole numbers whose sum is less than or equal to 20, e.g.,
by using objects, drawings, and equations with a symbol for
the unknown number to represent the problem.
1.OA.7 Understand the meaning of the equal sign, and
determine if equations involving addition and subtraction
are true or false. For example, which of the following
equations are true and which are false? 6 = 6, 7 = 8 – 1, 5
+ 2 = 2 + 5, 4 + 1 = 5 + 2.
Assessment 1 Subtraction Strategies SF pgs. 73-74
Subtraction 4 1.OA.1 Use addition and subtraction within 20 to solve SF 2-13, 2-14 More, fewer,
Strategies word problems involving situations of adding to, taking NC subtraction
Continued from, putting together, taking apart, and comparing, with
B3
TOPIC Days CCSS – 1st Grade- Second 6 Weeks Resources Vocabulary

unknowns in all positions, e.g., by using objects, drawings,
and equations with a symbol for the unknown number to
represent the problem.
Assessment 1 SF 2-15
Review
Assessment 1 Subtraction SF pgs. 87-88
Addition 7 1.OA.3 Apply properties of operations as strategies to add SF 3-1, 3-2, 3-3, 3-4, 3-6, 3-7 Count on, addends,
Strategies and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 OC Lesson 17, 23, 27 greater, number
= 11 is also known. (Commutative property of NC line, double
addition.) To add 2 + 6 + 4, the second two numbers can be Animals on Board
added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. by Stuart J. Murphy
(Associative property of addition.)
1.OA.5 Relate counting to addition and subtraction (e.g., by
counting on 2 to add 2).
1.OA.6 Add and subtract within 20, demonstrating fluency
for addition and subtraction within 10. Use strategies such as
counting on; making ten. (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 =
14); decomposing a number leading to a ten (e.g., 13 – 4 =
13 – 3 – 1 = 10 – 1 = 9); using the relationship between
addition and subtraction (e.g., knowing that 8 + 4 = 12, one
knows 12 – 8 = 4); and creating equivalent but easier or
known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).
1.OA.7 Understand the meaning of the equal sign, and
determine if equations involving addition and subtraction
are true or false. For example, which of the following
equations are true and which are false? 6 = 6, 7 = 8 – 1, 5
+ 2 = 2 + 5, 4 + 1 = 5 + 2.

Assessment 1 Addition Strategies SF pgs. 101-102
2nd 6 Weeks 1 District Assessment
Assessment

B4
Grade 1

L CC- LA Comprehensive Curriculum General Resources
SF-Scott Foresman Resources Wis dom Academy Smart Exchange
NC- North Carolina Unpacked Content Mathematics LPB Cyber Channel

21st CT – 21st Century Tools Scope, Sequence, and Timeline/Curriculum Map Cool Math (website)
www.sheppardsoftware.com/math
Thi rd 6 Weeks

TOPIC Days CCSS – 1st Grade- Third 6 Weeks Resources Vocabulary

Making Sums of 8 1.OA.1 Use addition and subtraction within 20 to solve SF 3-8, 3-9 Ten-frame, sum
Ten word problems involving situations of adding to, taking NC
from, putting together, taking apart, and comparing, with See Supp. Mat.
unknowns in all positions, e.g., by using objects, drawings,
and equations with a symbol for the unknown number to
represent the problem.
1.OA.6 Add and subtract within 20, demonstrating fluency
for addition and subtraction within 10. Use strategies such as
counting on; making ten. (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 =
14); decomposing a number leading to a ten (e.g., 13 – 4 =
13 – 3 – 1 = 10 – 1 = 9); using the relationship between
addition and subtraction (e.g., knowing that 8 + 4 = 12, one
knows 12 – 8 = 4); and creating equivalent but easier or
known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).
1.OA.7 Understand the meaning of the equal sign, and
determine if equations involving addition and subtraction are
true or false. For example, which of the following equations
are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 +
5, 4 + 1 = 5 + 2.
1.OA.8 Determine the unknown whole number in an
addition or subtraction equation relating three whole
numbers. For example, determine the unknown number that
makes the equation true in each of the equations 8 + ? = 11,
5 = – 3, 6 + 6 = .
Assessment 1 SF pgs. 113-120
Review
B5
TOPIC Days CCSS – 1st Grade- Third 6 Weeks Resources Vocabulary

Assessment 1 Making Sums of Ten SF pgs. 121-122
Methods of 6 1.OA.3 Apply properties of operations as strategies to add OC Lesson 24 Count back, number
Subtracting and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 SF 4-1, 4-2, 4-3, 4-4 line, doubles,
= 11 is also known. (Commutative property of NC number sentence
addition.) To add 2 + 6 + 4, the second two numbers can be Ten Rosy Roses
added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. by Eve Merriam
(Associative property of addition.)
1.OA.5 Relate counting to addition and subtraction (e.g., by
counting on 2 to add 2).
Assessment 1 Methods of Subtracting SF pgs. 135-136
Adding with 10 1.OA.1 Use addition and subtraction within 20 to solve OC Lesson 19, 28-32, 38 Doubles
Tens, Doubles, word problems involving situations of adding to, taking SF 11-1, 11-2, 11-3, 11-4, 11-
and 3 Numbers from, putting together, taking apart, and comparing, with 5, 11-6
unknowns in all positions, e.g., by using objects, drawings, NC
and equations with a symbol for the unknown number to
represent the problem.
1.OA.3 Apply properties of operations as strategies to add
and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8
= 11 is also known. (Commutative property of
addition.) To add 2 + 6 + 4, the second two numbers can be
added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12.
(Associative property of addition.)
Assessment 1 Adding with Tens, Doubles, and 3 Numbers SF pgs. 433
3rd 6 Weeks 1 District Assessment
Assessment

B6
Grade 1

L CC- LA Comprehensive Curriculum General Resources
SF-Scott Foresman Resources Wisdom Academy Smart Exchange

NC- North Carolina Unpacked Content Mathematics LPB Cyber Channel
21st CT – 21st Century Tools Scope, Sequence, a nd Timeline/Curriculum Map Cool Math (website)
www.sheppardsoftware.com/math
Fourth 6 Weeks

TOPIC Days CCSS – 1st Grade- Fourth 6 Weeks Resources Vocabulary

Applying 3 1.OA.1 Use addition and subtraction within 20 to solve OC Lesson 34, 35 Ten-frame
Subtraction Fact word problems involving situations of adding to, taking SF 11-11, 11-12
Strategies from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawings,
and equations with a symbol for the unknown number to
represent the problem.
Fact Families 5 1.OA.3 Apply properties of operations as strategies to add OC Lesson 21, 22 Related facts, fact
and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 SF 4-5, 4-6, 4-7, 4-8 family
= 11 is also known. (Commutative property of
addition.) To add 2 + 6 + 4, the second two numbers can be
added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12.
(Associative property of addition.)
1.OA.5 Relate counting to addition and subtraction (e.g., by
counting on 2 to add 2).
Assessment 1 SF pgs. 145-152
Review
Assessment 1 Fact Strategies and Fact Families SF pgs. 153-154
Fact Families 4 1.OA.3 Apply properties of operations as strategies to add OC Lesson 36, 37 Related facts, fact
Continued and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 SF 11-8, 11-9, 11-10 family
= 11 is also known. (Commutative property of
addition.) To add 2 + 6 + 4, the second two numbers can be
added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12.
(Associative property of addition.)
B7
TOPIC Days CCSS – 1st Grade- Fourth 6 Weeks Resources Vocabulary

Counting and 8 1.NBT.1 Count to 120, starting at any number less than 120. OC Lesson 40-41, 47-48 Left over, tens,
Number Patterns In this range, read and write numerals and represent a SF 7-1, 7-2, 7-3, 7-7, 7-8, 7-9, hundred chart, skip-
number of objects with a written numeral. 7-4 counting
1.NBT.2 Understand that the two digits of a two-digit 100 Days of School
number represent amounts of tens and ones. Understand the by Trudy Harris
following as special cases: a. 10 can be thought of as a If You Give a Mouse a Cookie
bundle of ten ones — called a “ten.” by Laura Joffe Numeroff
b. The numbers from 11 to 19 are composed of a ten and A String of Beads
one, two, three, four, five, six, seven, eight, or nine ones. by Margarette S. Reid
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to See Supp. Mat.
one, two, three, four, five, six, seven, eight, or nine tens (and
0 ones).
1.NBT.4 Add within 100, including adding a two-digit
number and a one-digit number, and adding a two-digit
number and a multiple of 10, using concrete models or
drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and
explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
Tens and Ones 4 1.NBT.4 Add within 100, including adding a two-digit OC Lesson 49-51, 53 Tens, digit, ones,
number and a one-digit number, and adding a two-digit SF 8-1, 8-2, 8-3, 8-4 expanded form
number and a multiple of 10, using concrete models or
drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and
explain the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
Assessment 1 Fact Families, Number Patterns, Tens and Ones SF pg. 293
4th 6 Weeks 1 District Assessment
Assessment

B8