English Curriculum

Basic 

Core of reading and writing, improving communication, building a better vocabulary, reading comprehension and retention, book reports, essay writing, etc.


Elementary Level

Reading comprehension, vocabulary, spelling and grammar lessons.


Middle Level

Literature reviews, book reports and expository writing.


High Level

AP English lessons, research and report assignments, proofreading and writing essays, literature comprehension and ACT/SAT prep.



​Math Curriculum

2nd grade
Solving problems involving money
Understanding three-digit numbers
Reasoning with shapes and their attributes
Developing foundations of multiplication through even & odd #'s

3rd grade
Developing a conceptual understanding of area
Understanding Unit fractions
Solving addition & subtraction problems involving measurement
Developing strategies for multiplication & division

4th grade
Using multiplication & division strategies with large numbers
Decomposing and composing fractions for addition & subtraction
Understand fraction equivalence and comparison
Solving problems using multiplicative comparison

5th grade
Understanding volume
Developing multiplication & division strategies
Developing the concept of dividing unit fractions
Solving problems with fractional quantities

6th grade
Multi-digit computation & finding common factors and multiples
Dividing fractions
Algebraic expressions
Understanding writing & solving equations and inequalities

7th grade
Proportional Reasoning with percents
Rational number operations- addition & subtraction, multiplication & division
Solving equations and inequalities

8th grade
Rational & irrational numbers
Pythagorean Theorem
Introduction to linearity
Volume of cones, spheres, and cylinders

9th - 12th
Story of functions Curriculum Map & Overview 9-12
Algebra I Course
Geometry Course
Algebra II Course

More Info


COLLECTED DATA 


Needs Assessment

The majority of the youth who will be assisted by RMRI’s Bridging the Gap Youth Mentoring Project will be from low-income and single female headed households within the T. J. Calhoun Public Housing community.  Demographically, the head-of-household usually fall into the academic categories of - high school drop-out or high school graduate without the benefit of attending college. There are approximately 50 school aged children living in this public housing community.  Children living in low-income demographics tend to face many disadvantages for affordable services such as free tutoring/structured recreational activities and consequently experience low self-esteem, be academically challenged, socially disadvantaged and exhibit numerous negative behavioral characteristics.  In most cases, the children have experienced more than one occasion of receiving disciplinary action at school, suspensions, and other actions that can disrupt the child’s daily school activities.  A high percentage of these children experience the legal system early in life by involvement in criminal activity as a result of not being properly supervised after school hours.  The parents of these children historically do not attend parent/teacher conferences, PTA meetings and other interactive encounters with school staff to monitor and correct negative behaviors by their children.  Lower income demographic locations are typically littered with neighborhood stores, liquor stores, pawn shops, gang activity, higher crime rates and unhealthy fast food restaurants which influences the disparagement of its residents.  

Families in this area are not financially able to afford to pay for after-school tutoring so most children are left on their own to complete homework without the benefit of help from the parent.  Their parents hold low paying jobs or experience high levels of unemployment due to being less educated and under-skilled.  Children who do not understand homework assignments usually do not complete the work and give up.  These children are doomed to fail without proper intervention and assistance.  Under-privileged children score lower in classroom assignment and subsequently lower on state required tests than their counterpart students of more financially stable families that can afford private or fee based after-school and tutoring programs.     

The RMRI organization was established to generate employment and volunteerism opportunities, help clients develop self-sufficiency skills, build strong families, develop academically successful children, and improve the long-term stability of people in Houston County and the Central 

Georgia area. Transitioning from an inefficient to a sufficient lifestyle can be hard for  disenfranchised families, but it becomes easier for those who are adequately prepared.  The programs  offered by RMRI are designed to provide the necessary training and resources needed to make this transition smoothly and longer lasting.  Our training prepares the participants to  anticipate setbacks by setting goals and embrace solutions that produce success rather than failure.  This project will provide activities that are based on intervention type strategies that are designed to reverse and change the lives of disadvantaged kids and adults by giving them the tools needed 
for long-term success.    


                                            Supporting Demographic Data (31093 zip code)

Houston County Demographics by Race: (Source – W. R. Georgia Website, City Data 2012) 

Caucasian  60.5%

African American 28.3%

Hispanic   6.1%

Percentage living in poverty (City Data 2013): 

Houston County – 16.2% 

Georgia      -  19.0% 

 

Percentage Living in Poverty - Breakdown by Race (City Data 2013):

Caucasian  11.0%

African America  25.6%

Hispanic or Latino 26.0%   

Single-parent Households in Houston County (City Data 2013): 

Men 1,378

Women 6,524

Total 7,902  

Residents with income below the poverty level in 2013: 

31093 zip code  31.2%

Georgia  19.0% 


                                                             Program Goals and Objectives


Goals: 

· #1 By April 2016, project staff will secure a site where services will be offered 

· #2 By April 2016, complete registration/orientation needed to provide opportunities for youth to receive homework assistance/tutoring 

· #3 By May 2016 Provide opportunities for senior adults to serve as mentors and share their life experiences and support to youth

· #4 June 2016 Provide opportunities for youth to give back to the community by participating in volunteering services and assistance to senior adults 


Objectives:  

· #1 A minimum of 10 teachers and 20 volunteers will assist a minimum of 50 students with  homework and provide tutoring to improve student’s academic deficiencies  

· #2 A minimum of 20 senior adults will be teamed with a maximum of 2 youth to provide mentoring that includes tutoring, fun activities, friendships, and participation in other mutual mentoring opportunities five days per week for at least 3 hours per day.

· #3 Youth in the program will commit to providing volunteer services that assist senior adults with home and community services a minimum of one Saturday per month. 

· #4 By the completion of the program a minimum of 80% of the participants (youth & seniors) will be able to demonstrate improved relationships through mentoring opportunities.  Students will demonstrate improved academic skills and community involvement.  Senior adults will demonstrate improved mentoring skills.         

​      

                                                       Specific Outcomes for this Project 

The Bridging the Gap Youth Mentoring Project will provide opportunities to bring together youth, educational instructors and senior adults as mentors.  They will interact and work cooperatively to improve life skills and academic successes for youth while allowing seniors to share their vast knowledge and experiences.  The project is two-folded and is aimed at at-risk youth with academic deficiencies, negative behavioral problems, school attendance problems and providing an outlet for seniors to be useful and productive.  The project activities will help them develop the educational and life skills training needed to yield more productive lives.  The facility will be a safe place for children to gather after school hours and work together on achieving their goals.  The project is designed to be a year-round program that includes the school term and summer camp.  These activities and services have goals that are intended to break the cycle of failure by providing comprehensive program components while developing and improving educational and life skills.  

The specific outcomes to be accomplished are as follows: 

· To provide a safe location for children to gather after school hours 

· Be a bridge between school and home 

· To result in improved academic performance, classroom behavior, and social development skills

· To guide participants to set and attain educational and career goals 

· To utilize the talents and experiences of senior adults as mentors matched to students

· To provide parenting skills training to improve parent to child communications and relationships thus strengthening the family unit