Session 1 Teacher Script

Warm-Up (3 minutes)

Teacher: "Alright, everyone, let’s get started with a quick warm-up. Please pair up with the person next to you. I’m handing out Prior Experience Warm-Up Prompts cards—each pair gets one card. Read the prompt together and discuss it. For example: ‘Describe a time you felt academically challenged.’ Talk about a real situation and how you responded. You have one minute."

Teacher: "Time’s up! Who would like to share one highlight from your discussion?"
(Invite 2–3 pairs to share.)

Teacher: "Thank you for sharing. I’m noticing some common themes: feeling unprepared for big projects, struggling with time management, and not having clear study routines. I’ll note these on our chart paper under ‘Student Experiences.’"


## Introduction to Rigorous Expectations (4 minutes)

Teacher: "Now let’s talk about what ‘rigorous academic expectations’ means here at our new charter school. When I say ‘rigorous academic expectations,’ what words or ideas come to mind? Raise your hand and share one word or phrase."

(Allow 3–4 students to respond.)

Teacher: "Great ideas! At our school, rigorous academic expectations include:

• Engaging deeply with challenging content
• Planning and managing your time independently
• Seeking clarity when something is confusing
• Holding yourself to high standards on every assignment

Raise your hand if any of this feels different or new compared to your previous school experience."

(Brief Q&A.)

Teacher: "These expectations are definitely a step up from a less structured environment, but remember—we also have strong support systems in place, including teachers, tutors, and study groups."


## Expectation Matching Game (5 minutes)

Teacher: "Next, we’ll play an Expectation Matching Game. Please form groups of three. Each group gets an Expectation Match Game Kit, which contains scenario cards and expectation cards. Your task is to match each scenario to the expectation it represents. For example, if a card says, ‘I create a study schedule before every test,’ that matches ‘planning and managing your time independently.’

You have four minutes to complete as many matches as you can. When time is up, choose one match you feel confident about and be ready to explain your reasoning."

Teacher: "Ready? Go!"

Teacher: "Okay, time’s up! Which group would like to share one of your matches and explain why you chose it?"

(Select 1–2 groups to present.)

Teacher: "Thank you—that was a clear explanation."


## Personal Transition Goals Setting (4 minutes)

Teacher: "Now let’s set some personal goals. I’m handing out the Personal Transition Goals Worksheet. On your worksheet, write two goals that you believe will help you thrive in this new, rigorous environment. Under each goal, jot down one specific strategy you’ll use to achieve it. For example, a goal might be ‘Submit every assignment on time,’ and a strategy could be ‘Use my planner and set phone reminders every evening.’

You have three minutes to work silently. I’ll circulate to offer help if you need it."

## Exit Reflection (1 minute)

Teacher: "To wrap up, turn to your neighbor and share one of the goals you just wrote down. You have about 30 seconds each."

Teacher: "Thank you all for your thoughtful work today. Please hand in your worksheets on your way out. See you next session!"

Prior Experience Warm-Up Prompts

Print and cut each of the following prompts onto an index card. Distribute one card per pair.

1. "Describe a time you felt academically challenged. What was the task, and how did you respond?"
   
   
   

2. "Recall a study strategy (note‐taking, flashcards, etc.) that helped you succeed. How did you use it?"
   
   
   

3. "Think of a person or resource (tutor, family member, website) that supported you in school. How did you reach out, and what was the result?"
   
   
   

4. "Share a goal you set for yourself in school (e.g., improving a grade, finishing a project). Did you achieve it? Why or why not?"

Expectation Match Game Kit

Print and cut each of the following cards. Each group should receive the full set of Scenario Cards and the full set of Expectation Cards (ideally printed on two different colors of paper).

Scenario Cards

1. "I create a study schedule before every test."
   
   
2. "When content feels confusing, I ask the teacher questions until I understand."
   
   
3. "I aim to dive deeper into topics by researching beyond the textbook."
   
   
4. "I double-check the rubric to make sure I meet all assignment criteria."
   
   

Expectation Cards
A. Planning and managing your time independently.


B. Seeking clarity when something is confusing.


C. Engaging deeply with challenging content.


D. Holding yourself to high standards on every assignment.

How to Use:

• Give each group the full set of Scenario and Expectation cards.
• Students match each scenario to the expectation it best illustrates.
• After matching, groups select one pair to present and explain their reasoning to the class.

Personal Transition Goals Worksheet

Directions

On the lines below, write two goals that will help you thrive in our new, rigorous academic environment. Under each goal, describe one specific strategy you will use to achieve it.

Goal 1:

Strategy for Goal 1:

Goal 2:

Strategy for Goal 2: