Academic challenge

Process

  1. Help the child to identify an area/s of academic challenges.
  2. Access evidence (pre-assessment data) (current report card, homework assignments, graded examinations, etc.)
  3. Assist the child with articulating improvement goals.
  4. Provide guidance in articulating a plan of action for improvement
  5. Implement the plan
  6. Assist the parent/guardian with identifying and securing commitment for private tutoring or school-based after school classes.
  7. Assess, evaluate, document, report

Grade 4: one area of academic challenge (significant improvement in one area).

Grade 5: two areas of academic challenge (significant improvement in two
areas).

Grade 6: three areas of academic challenge (significant improvement in three
areas).

Leadership Principles: I have established specific goals; I am a high achiever and is committed to excellence; I possess a deep guiding purpose; I have a clear vision; I am an original, therefore I measure myself against myself.

Gifted-Talented Par Excellence

Process

  1. Select an online multiple intelligence inventory.
  2. Have the child complete the multiple intelligence inventory through the assistance your assistance.
  3. Identify areas of strengths and interests
  4. Talk to the child’s parent/care giver about the child’s area of interest/gift/talent.
  5. Develop a plan with the parent/guardian to promote enhancement in the child’s area of interest/gifting-talent.
  6. Support the implementation of the plan
  7. Establish a forum with the child for presenting/reporting/documenting, etc. his/her gift-talent. (make sure that you provide evidence of skill level before and after. Please upload in digital format).

Grade 4: Identification of one gifted-talented par excellence area, one
presentation.

Grade 5: two gifted-talented par excellence areas, choice of one presentation.

Grade 6: three gifted-talented par excellence areas, two presentations.

Leadership Principles: I have established specific goals; I am constantly refining my skills; I am a high achiever and committed to excellence; I possess a deep guiding purpose; I have a clear vision; I am an original, therefore I measure myself against myself:

Team Relationships and Interpersonal Skills

Process

  1. Identify group assignments that provides opportunities for you to be:
    • A group presenter
    • A group reporter
    • A group organizer and leader
    • A group role other than the a, b and c of the above.
  2. Take responsibility in carryout group assignment as prescribed by OK Lead Coach.
  3. OK must demonstrate good interpersonal skills, self-governance, self-control, independence, be reliable, accept others for who they, be self-confidence, be approachable and be responsible, demonstrate the ability to control anger and to work with others.
  4. OK must establish peer association/s that share beliefs and values that would positively impact their future. Participants must provide a profile of association/s and report on the value of that relationship (the child will complete a self-evaluation).

Grade 4: 1 Team Relationship group assignment.

Grade 5: 2 Team Relationship group assignments.

Grade 6: 3 Team Relationship group assignments.

Leadership Principles: I believe in the worth and value of others, therefore I am tolerant; I embrace responsibility cheerfully; I possess a deep guiding purpose; I have a clear vision; I am an original, therefore I measure myself against myself; Motto: Celebrating Achievements Collaborating to Win)

Family Stewardship Process

  1. The child will ask his/her parent/guardian to help with selecting an area of family stewardship/responsibility.
  2. The coach will verify with parent/guardian the agreed responsibility.
  3. Parents/Guardian will decide on assigned area of responsibility. The OKL Coach will assist the child with completing the Family Stewardship Monthly Tracking Form (refer to portfolio).

Community Stewardship

    1. Parents/Care givers are expected to arrange service ventures in target areas of need.

Grade 4: Participants in grades 4 may document service at school fairs, plays and other school-based events as stewardship activities.

Grade 5: Participants in grade 5 may document service at school fairs, plays and other schoo-based events as stewardship activities to meet the requirements for one stewardship activity only. The additional community stewardship activity must not be school related.

Grade 6: Service at school fairs, plays and other school-based events DO NOT qualify as acceptable stewardship activities for children in grade 6. These students will adopt a charitable organization and provide stewardship services once per month for 6 months starting in November each year.
.

  1. OK Lead Community Stewardship Report Forms must be completed by participants and signed by OK Lead Coaches in the child’s online portfolio.

Grade 6 participants must use a Community Stewardship Monthly Log Report Form to document the community stewardship activities.

I AM AN AVID READER

    1. Books are selected from a prescribed list.
    2. Book reports are to be one page. Participants must complete reports on OKL Book Report Forms.
    3. Participants will also complete a reading log of all of the books read.
    4. Language Arts skills mastery challenge Participants must also complete assigned mastery of targeted language arts skills utilizing the online facility. Skill deficit areas and levels will be determined by the coach in consultation with the child’s classroom teaching. The coach will also use the child’s current report card as a point of reference.