Personal Leadership Goal:
Embedded Files
Indicator number: 4.1.1
Indicator name: Expectations
Articulate norms of high expectations and rigor for each student and classroom.
Monthly Action Plan for Progress:
Action Steps:
By When and With Whom?
Results/Impact?
September: Facilitated a school-wide meeting to clearly communicate the importance of high expectations for both academic performance and behavior, tying these expectations to our PBIS framework and SOAR values (Safe, Ownership, Adaptable, Respectful).
September 3, 2024
This meeting helped ensure that all staff and students understood and embraced the shared expectations for behavior and academic rigor. The clear communication led to greater consistency in classroom practices, which reinforced a positive school culture.
October: Worked with teachers to align their classroom expectations with the school’s SOAR values, ensuring that high academic and behavioral expectations were consistent across all grade levels.
October 10, 2024 with all classroom teachers
Teachers implemented the SOAR framework in their classrooms, creating a unified approach to behavior management and academic rigor. They shared their behavior plans with each other and ladder of consequences. This consistency will improve student behavior and engagement, as students understand that expectations were clear and upheld school-wide.
November: Help create a visual reminder of the school’s SOAR expectations and displayed it prominently in every classroom to reinforce norms of respect, responsibility, and academic rigor. Each teacher is responsible for creating this with their class.
November 1, 2024
All classroom teachers
The visual cues helped students internalize the behavior expectations, leading to improved classroom behavior and a more focused academic environment. Teachers reported a stronger sense of accountability from the students. We will continue to work with our yard team to bring that to the playground since our office discipline refferal data shows that students are misbehaving more in the yard.
December: Implement PBIS interventions to acknowledge students who consistently met academic and behavioral expectations, reinforcing the connection between positive behavior and high academic performance. "WOW Wagon"
December 1, 2024
All-Staff
Our reading specialist, Ms.Silver, supported with this plan. She gave us the idea and we brought it to life. Now we have a "WOW"Wagon and students get to redeem their tickets/points for mini prizes.
January:Continue to implement PBIS interventions to acknowledge students who consistently met academic and behavioral expectations, reinforcing the connection between positive behavior and high academic performance.
January 6, 2025
All-Staff
Positive reinforcement through PBIS initiatives led to an increase in student motivation and adherence to high expectations. Students who were recognized for their efforts felt more engaged and committed to meeting both behavioral and academic standards.
February: Conducted instructional walkthroughs focused on identifying evidence of academic rigor and student engagement in each classroom.
February 3-7
Noticed variations in expectations across grade levels; used this data to begin targeted conversations with teams about instructional consistency.
March: Led grade-level meetings to review student work samples and discuss alignment to rigorous learning standards and expectations.
March 5 and 12
Teachers began adjusting assignments to better reflect grade-level rigor and incorporated more critical thinking tasks into lessons.
April: Facilitated peer observation cycles with a focus on observing and debriefing instructional strategies that promote high expectations.
April 3, 2025
Teachers shared successful practices and adopted new methods to increase academic challenge, especially during small group instruction.
May: Hosted a student panel where students reflected on their learning experiences and how they were challenged academically this year.
May 7th - Four representatives from each grade level 1-5th
Teachers hosted the interviews. Teachers gained student perspective on classroom rigor and began refining end-of-year tasks to push thinking and deepen engagement.
June: Will close the year with reflective team meetings to review progress toward instructional rigor and set preliminary expectations for next year.
5th grade Team
Our 5th grade team had the lowest growth in the school in our internal benchmark assessment. They appreciated the meeting today to discuss next year's plan with the incoming 4th grade group. We will continue to meet since today was a reflect on their year, and next time we will discuss more about the plan to support students in reading/math.
Evidence of Growth or Competency:
At Barack Obama Charter School, we use the SOAR framework which stands for Safety, Ownership, Adaptability, and Respect. This is the foundation of our PBIS system and helps guide the behaviors we expect from students both in and out of the classroom. At the start of the year, our leadership team visited each class to walk students through what each SOAR value looks like in action. We talked about how to safely walk in the halls, take ownership of actions, adjust to changes in routines, and show respect to others. After teaching these lessons, we started a schoolwide ticket system. Students can earn SOAR tickets when they are seen showing these positive behaviors. The tickets are collected and can be used to earn fun class or school rewards. The artifact includes slides from the lessons we used with students. It shows how we are building clear and consistent expectations across our campus.
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