Success Partners Veteran Winter Institute 2016 · Success Partners Veteran Winter Institute...

Success Partners Veteran Winter Institute February 2016

OSL Participant Agenda

Time Activity

9:30

Welcome The mission of the SUFS Office of Student Learning is to assist and support educational leaders in the establishment and maintenance of a school culture that ensures collaborative partnerships with parents, families, and schools resulting in improved academic, social and emotional success of every child. To achieve this goal, schools receive and utilize comprehensive professional development, personalized support and an online learning management tool, the Teaching and Learning Exchange.

Block Party with Updated Parent Engagement Quotes (Farina)

9:50 Review Agenda, Norms and Parking Lot Step Up For Students can send you alerts and messages via text to your mobile device. To receive future alerts, TEXT 'LEADER' to 51555 to join Step Up For Students' texting platform.

Acknowledge one another as equals. What is said stays, what is learned leaves. Assume goodwill.

Speak and listen from the heart. Trust the process. Be present.

Expect it to be messy at times. Monitor equity of participation. Have fun.

10:00 Share their PSPPs

Find someone they shared a quote with in the Block Party and share their plan.

Discuss one activity that went really well and one that had some challenges.

10:10

Communities of Character article pp. 7 – 8 Three Levels of Text Protocol p. 9 Debrief: How can this article take us to the place of possibility? What do I want to remember from this article?

10:30

PSSP Looking back and looking ahead Carousel Protocol pp. 10 – 12 Debrief: What was useful about this process? Why should we revisit our PSPP every year?

11:15 Schoolwide Enrichment Model (SEM) Overview pp. 13 – 19 Watch Schoolwide Enrichment Model video: https://youtu.be/Ahns58xmElw

Investigating SEM using a Body Biography (in table groups on a large piece of chart paper)

How to get started with SEM at my school o Celebrating Parents through a Schoolwide Enrichment Model o Developing a SEM Process o How to advertise the SEM project o Parent Interest Inventory

Debrief: How can SEM take us to the place of possibility? What do I want to aspire to when engaging parents in the school community?

2016 Veteran Winter Institute 1



12:00 Networking Lunch Announcements

TLE Webinars

March – TLE: PLPs, Unit Plans, Lesson Plans and Gradebook

April – TLE: Creating a Summer Learning Plan

End of May – Admin only; Preparing to fully launch the TLE for 2016‐ 2017 (report card function;

standards upload; student registration)

Dates and times will be listed on the Admin Update and Success Stories newsletter

Updates

Regional Meetings ǇǇΦ рп πрр PLSA ƛƴŦƻǊƳŀǘƛƻƴ ǇǇΦ рсπрт

2016 Veteran Summer Institute: format and dates

Thursday, August 4: Orlando, Broward, Tampa

Friday, August 5: Jacksonville, Miami, Sarasota

Satisfaction Survey: Facilitators and Staff (on website and you will receive an email reminder in May with the linƪύ

12:45 Student‐led Conferencing p. 20 – рн

2:лл BREAK

2:мр

TLE Enhancements

2:45 Planning tool

3:00 Closing Circle

Plus/Delta




Success Partners Veteran Winter Institute Planning Document Date Target Audience Activity/ notes to self

Block Party with Parent Engagement Quotes from Carmen Farina and Laura Kotchpp. 4 – 6

Communities of Character article pp. 7 – 8Three Levels of Text Protocol p. 9

Looking Back and Looking Ahead at Parent School Partnership Plans Carousel Protocol pp.10 – 12

Schoolwide Enrichment Model (SEM) pp. 13 – 19Facilitator notes, Video link, Graphic Organizer (body), Celebrating Parents article, Developing a SEM process, Parent Interest Inventory

Student Led Conferencing pp. 20 –52!ƎŜƴŘŀ ǿƛǘƘ ƴƻǘŜǎΣ IŀƴŘōƻƻƪ ŜȄŀƳǇƭŜ

Teaching and Learning Exchange enhancements Administrator Webinars –getting started p. 53

Regional Meeting & PLSA information pp. 54-57

Reflection Circle PD Certificate p. 59


ProtocolsaremostpowerfulandeffectivewhenusedwithinanongoingprofessionallearningcommunitysuchasaCriticalFriendsGroup®andfacilitatedbyaskilledcoach.Tolearnmoreaboutprofessionallearningcommunitiesandseminarsforneworexperiencedcoaches,pleasevisittheNationalSchoolReformFacultywebsiteatwww.nsrfharmony.org.

NationalSchoolReformFaculty

HarmonyEducation

Centerwww.nsrfharmony.org

Thisactivitycanbeusedwithavarietyoftexts,poems,articlesorwholebooks.Itworkswellwithlargegroups.

1.Facilitatorwritesquotesonindexcardspriortosession.Youmaychooseonequoteperparticipant,orrepeatsomequotes.

2.Participantsrandomlyselectquotes/cardsandspendafewminutesreflectingupontheirquote’smeaningforthemandtheirwork.(3minutes)

3.Participantsmingleandsharequotesinpairs.Participantsareencouragedtosharewiththreeotherparticipantsin5minutesegments.(15minutes)

4.(Optional)Formtriadsorquadsandsharequotesandinsightsaboutthetextanditsimplicationsforourwork.(Extension:Speculateonthepurpose/originofthetext.)(12-15minutes)

5.Wholegroupsharingofideasandquestionsraisedbytheexperience.Thiscanbedonepopcornstyleorasaround,butisusuallynotaconversation.(10-12minutes)

6.Facilitatorsharesthesourceofthequotes,postingthelink,distributingthearticleetc.forfuturework.(1minute)

7.Debrieftheprocess(5minutes)

Note:AttheNationalFacilitator’sMeetinginChicagothefollowingpossibilitieswereshared:1)Haveparticipantsexchangecards/quotesaftereachround.2)Usethisformattoshareendofyearreflectionsorstartupaspirations.3)Usingquotesfromlongerpiecescanopenuptheconversationinlarge,mixedgroupswherestudentsandfamilymembersmighthavepreviouslybeenexcludedfromthediscussionofthematerial.

BlockPartyAPre-ReadingText-BasedActivity

AdaptedbyDebbieBambinofromKyleneBeerspre-readingstrategy


A guiding principle in our parents’ lives was their respect for school and the value they placed on education as the pathway to success… They supported the school in their own way…they used their acquaintanceship with other parents to stay informed but seldom attended PTA meetings and never served on a committee. They did attend conferences, but these meetings were often hurried and impersonal.

Our parents’ experiences have convinced us that participation comes in many forms and that schools need to respect all parents and meet the needs of the various socioeconomic statuses and diverse cultures that make up our school communities.

Farina, C., & Kotch, L. (2008). A school leader’s guide to excellence:

Collaborating our way to better schools. Portsmouth, NY: Heinemann.

Wanting to make good use of our positions as insiders, we (with the help of our colleagues) initiated practices that would involve parents in the life of the school more fully: curriculum nights, expanded parent‐teacher conferences, parent workshops and study groups, school tours, parent newsletters, parent‐teacher committees, meet‐the‐author events, artist residencies, parent libraries, classroom demonstrations. Parents began to participate in areas that had prevously been the sole dominion of teachers.



Parents began to participate in areas that had previously been the sole dominion of teachers. Our schools became known for their parent‐friendly atsmosphere, which attracted both parents and teachers and demonstrated the power of parent involvement in raising student achievement and forging a positive student climate.



Teachers were…eager for a leader who would set clear parameters for making parent involvement a positive part of school ife without distracting them from their teaching. Over a period of ten years, we instituted many of the paractices ..giving parents a more equitable voice, inviting the full participation of a diverse group of parents, improving student achievement and forming productive partnerships between parents and teacher.



…we knew that one of the most important issues leaders face is redefining what parents need from the school and seeing to it that the school serves those needs. Examples:

… language barrier and the school commmunities’ lack of specific knowledge about these diverse cultures prevented these children and their parens from being fully integrated into the life of the school

… majority of the caregivers were grandparents concerned about the narrow definition of parent

…single parents were frustrated because school meetings were often held during school hours or in the evening but did not provide a baby‐sitter and they couldn’t afford their own

…gender gap: a father told us that he was often the only male at the PTA meetings and he felt invitations to be a class parent were made only to mothers



Successfully involving parents in their children’s education remains a challenge, but it is crucial if we are to improve student achievement and support all members of the community. …one constant that will never change is the need to communicate and engage parents fully in the educational mission. Schools that take this responsibility seriously will be the most successful in developing new, replicable practices.




A better life for the next generation rests on the confidence and support of parents who believe that …education can and will succeed. Leaders who can instill this confidence in their communities will find strength in joining with parents to accomplish their goals.



A strong home‐school connection leads directly to improved student achievement, but too often communications from the school never make it out of the backpack. Predictable and sutainable procedures for communicating with parents ensure that the information they need reaches them in a timely fashion.

Parental input and feedback regarding what happens in school produces a stronger commitment to the school’s misson.



Principals who understand the value parents bring to the school community and the power of keeping an open dialogue with them see to it that parents become full partners with them in setting the school agenda and supporting the school in the larger community.



Students will be more successful academically and socially if many of the same strategies that work so well to build trust with teachers are used with parents: a variety of opportunitites for written and oral communication, rituals and celebrations that unite the community, and traditions that are sustained over past, present, and future generations.



Leaders who take the time to build trusting relationships with parents are more likely to have well‐attended parent meetings and school events. Most important, parents’ resulting confidence in educational decisions allows leaders to focus on instructional issues that lead to improved student achievement. Principals who see communication with parents as an opportunity to think through their practices and make an effort to build a consensus find it easier to lead.



Give a state‐of‐the‐school address as early in the school year as possible, preferably in the first three weeks. This gathering sets the tone for the school year and is first and foremost a welcoming and inspirational event assuring parents that you have a clear vision for the school and that they have an important role. Give another state‐of‐the‐school address in June summing up how the year went.




http://nyti.ms/1T9ze1N

The Opinion Pages | OP-ED COLUMNIST

Communities of Character

David Brooks NOV. 27, 2015

NOV. 27, 2015

David Brooks

We live in an individualistic age. As Marc J. Dunkelman documents in his book “The Vanishing Neighbor,” people tend to have their close group of inner-ring family and friends and then a vast online outer-ring network of contacts, but they are less likely to be involved in middle-ring community organizations.

But occasionally I stumble across a loving, charismatic and super-tight neighborhood organization. Very often it’s a really good school.

You’d think that schools would naturally nurture deep community bonds. But we live in an era and under a testing regime that emphasizes individual accomplishments, not community cohesion. Even when schools talk about values, they tend to talk about individualistic values, like grit, resilience and executive function, not the empathy, compassion and solidarity that are good for community and the heart.

Researchers at the Harvard Graduate School of Education asked 10,000 middle and high school students if their parents cared more about their personal achievement or whether they were kind. Eighty percent said their parents cared more about achievement — individual over the group.

But there are some schools that nurture achievement precisely by building tight communities.

The Denver School of Science and Technology has an intense values-centered culture, emphasizing values like respect and responsibility. Four days a week everybody gathers for a morning meeting. Those who contribute to the community are affirmed. When students have strained the community, by being rude to cafeteria workers, for example, the rift is recognized, discussed and healed.

Page 1 of 2Communities of Character - The New York Times

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Last week I visited the Leaders School in Bensonhurst, Brooklyn, which is a glowing example of community cohesion. This is a school with roughly 300 students who speak between them 22 languages. Eighty-five percent are on free and reduced lunch. Last year the graduation rate was an amazing 89 percent and every single graduate went to college. The average SAT score was 411 math and 384 verbal.

The school’s approach and curriculum is organized by Outward Bound. (This newspaper’s publisher, Arthur Sulzberger Jr., once was chairman of the NYC Outward Bound Schools chapter.)

When the students arrive at Leaders as freshmen they are assigned to a crew, a group of 12-15 students with an adviser. Right at the start they go on a wilderness adventure, and go through a process of “storming, norming and performing.” As they learn to cook for each other and deal with outdoor challenges, first they fight, then they come up with community norms, and then they perform. The crew stays together for the next four years, supporting each other with family, romantic and academic issues.

Students are given tremendous responsibility, and are put in challenging social circumstances that call forth compassion, judgment, sensitivity and mercy. If one student writes something nasty about another on social media, then the two get together with two student mediators and together they work out a resolution. If there’s a serious infraction that would merit a suspension at another school, the guilty party meets with a Harm Circle, and they figure out some proper act of contrition and restorative justice.

One day each December the community gathers outside the school and the seniors march as a unit with their college application letters through cheering crowds and to a waiting mail truck.

Most classes are conducted through Socratic dialogue. Students learn to negotiate disagreements. They get academic grades, but also leadership grades that measure their character. The students lead their own parent-teacher conferences. They stand up before their parents, a teacher and other observers and they give a presentation on their successes, failures and how they might improve.

I was amazed by how well the students had been trained at group discussion, using a talking and listening method they call “Step Up/Step Back.” “Let me build on what Shazzarda was saying…” one student would say. If a member of the group had been silent for a few minutes, somebody would pull her in: “Maybe Essence is the best person to explain that…”

Most of all I was struck by their kindness toward one another. No student could remember any racial or ethnic conflict. Many upperclassmen serve as peer mentors to the underclassmen. There’s a palpable sense of being cared for. That’s in part because the school has a wide definition of student achievement.

Kurt Hahn, the founder of Outward Bound, once wrote, “It is the foremost task of education to insure the survival of these qualities: an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible denial, and above all, compassion.”

All over the country there are schools and organizations trying to come up with new ways to cultivate character. The ones I’ve seen that do it best, so far, are those that cultivate intense, thick community. Most of the time character is not an individual accomplishment. It emerges through joined hearts and souls, and in groups.

A version of this op-ed appears in print on November 27, 2015, on page A31 of the New York edition with the headline: Communities of Character.

© 2015 The New York Times Company

Page 2 of 2Communities of Character - The New York Times

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© 2015, NSRF®. Permission is granted to copy for use in classrooms or in meetings including Critical Friends Group® meetings. For other use, please call the NSRF office at 812-330-2702 or email [email protected]. Protocols are most powerful and effective when used within an ongoing professional learning community facilitated by an NSRF-certified CFG® coach. To learn more about professional learning communities and trainings for new or experienced coaches, please visit the National School Reform Faculty® website at www.nsrfharmony.org.

Three Levels Text ProtocolNSRF, Spring 2015

Purpose — To deepen understanding of a text and explore implications for participants’ work

Preparation — Distribute or assign the text to participants in advance of the meeting/class, and have par-ticipants mark passages that they feel have important implications for their work. Suggest that everyone mark three or four passages.

Facilitation tips — Stick to the time limits. Emphasize the need to watch air time during the brief group response step. This text protocol may be used as a prelude to a Text-Based Seminar or by itself.

Option — After Step 5, begin a discussion about implications of the text for the participants’ work. Every-one can share out important or interesting points that were made in their quad. (10 min.) Or, after Step 5, begin a Text-Based Seminar, which can be shortened since many important points will have already arisen.

Steps:

1. Setup — (4 min.) Review the protocol steps with the group. Remind everyone that they will need to stick to the time limits in every step, and watch air time in Step 4. Give participants a couple of minutes to review the passages they have marked in their text, making sure they have at least two “backup” passages marked.

2. Divide — (3 min.) Ask participants to form quads (groups of 4). Have each quad identify a facilitator/timekeeper who will also participate, and the person who will go first for the next step.

3. Share — (up to 3 min.) Set timers and direct the first volunteer presenter to:

• Level 1: Read aloud the passage they selected.

• Level 2: Say what they think about the passage (interpretation, relation to past experiences, etc.).

• Level 3: Say what they see as the implications for their work.

4. Respond — (2 min.) The group will respond to what has been said as the person who initially shared listens and takes notes.

5. Repeat — (Up to 5 min. each for a total of up to 15 min.) Steps 3 and 4 repeat until all four mem-bers have shared.

6. Debrief — (5 min.) All quads return to the large group and answer these questions:

Å Why did we use this protocol rather than having an open discussion? Did anything surprising arise in Step 4?

Å Did anyone select the same passage as one of yours, but have a completely different interpreta-tion? If so, did that affect your perspective, and how?

Å Did the protocol feel more like teaching or training (pointing you towards a specific outcome) or more like facilitation (revealing the complex thoughts of the group)?

Å How might you use this protocol in your work?

Facilitation Difficulty: Any size group35-45 min. P No preconference


http://www.nsrfharmony.org/system/files/protocols/TextBasedSeminar-N.pdf

http://www.nsrfharmony.org/system/files/protocols/TextBasedSeminar-N.pdf

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Parent School Partnership Plan: Looking Back and Looking Ahead A Carousel Activity

Purpose: The Carousel Protocol has been widely used and adapted for professional development purposes in

and among schools across the country. Adapted from the National School Reform Faculty, this protocol is best

suited to brainstorm ideas, processes, and/or structures currently in use. This process ensures that everyone is

actively engaged and that all thoughts are valued.

Setup:

1) The administrator will facilitate. Review the protocol in advance.

2) Have copies of your current or previous Parent‐School Partnership Plan available for each participant.

3) Timer

4) Markers

5) 11 x 17 paper (or chart paper): write the chart titles, one on each sheet of paper:

Chart Titles:

1. What worked for 80% of our parents?

2. What worked for 50% of our parents?

3. What worked for 25% of our parents (your faithful few)?

Steps:

1. Overview/ Purpose (3 minutes): Explain to the staff that we are completing another school year with

our Parent‐School Partnership Plan and it is time to look back and look ahead to next year.

2. Present (up to 7 minutes): Without handing out any materials, the administrator shares the context

around the Parent School Partnership Plan (how it came to be, the purpose, what outcome was

anticipated, etc.). End with a focusing question that gives the group parameters for their feedback:

a. Based on the “Communities of Character” article and what we know about our own Parent‐

School Partnership activities last year, what should we continue to do and what can we do

differently this year to build a stronger school community?

3. Examine (up to 15 minutes): Distribute the Parent School Partnership Plan. Instruct the staff to review

the work with the focusing question in mind. Instruct them to look at the activities or structures listed in

the plan and consider which chart each activity or structure would fall under, i.e. Muffins for Mom

worked for 50% of our parents.

a. Carousel around each chart to list the activities that they believe answer the questions on

each chart.

4. Focus on academic achievement: Now go back to the activities or structures written on each chart and

highlight the ones that you believe engaged parents in improving the academic achievement of their

children.

5. Warm and Cool Feedback (up to 15 minutes): Remind the group of the focusing question as they share

their feedback with the group: Based on the “Communities of Character” article and what we know



about our own Parent‐School Partnership activities last year, what should we continue to do and what

can we do differently this year to build a stronger school community?

Please make sure that someone is taking notes during this process.

o Round of warm feedback – what is working and comments about where the activities seem to

meet the goals

We will give one idea each going around the room, and if there are other ideas we will

have a second round.

o Round of cool feedback – what could be done to increase engagement for student success, ideas

or suggestions for strengthening the work and improving the activities for next year

We will give one idea each going around the room, and if there are other ideas we will

have a second round.

6. Reflect (5 minutes): Participants will write down one way to improve an activity that was not as

successful this year. The administrator should collect these suggestions to use them in revising the PSPP.

7. Next Steps (up to 15 minutes): Determine next steps in revisions for the next school year. Use the

graphic organizer on page 3 to capture what, who, and when or create a large wall calendar to take

notes on as the group decides what activities to use in next year’s PSPP.

8. Debrief (5 minutes): Look at how much we have accomplished in one hour!

a. How did this carousel protocol help the group to look at the PSPP?

b. How did the experience feel from your point of view?



PSPP Graphic Organizer Step 7

NEXT STEPS gleaned from the group feedback and administrator reflection.

July

August September

October

November December

January

February March

April

May June


Utilizing and Celebrating Our Parents’ Strengths and Assets through the Schoolwide

Enrichment Model (SEM)

Suggested Facilitator Script

ACTIVITY ONE: Investigating SEM using a Body Biography

Ask staff to write in the head what they learned about SEM while they watch

the video.

Show video: Schoolwide Enrichment Model – Round Rock Independent School

District

Ask staff to share what they learned.

Instruct staff to read the article titled “Celebrating Parents through a SEM” and

write in the heart specific talents their families bring to the school (e.g., grandmother

at school wants to teach everyone how to knit a scarf). Staff may use ideas in article if

relevant to talents and strengths of parents at your school.

Ask staff to share specific examples written in the “heart”.

Instruct staff to write in the hands what a SEM program would look like in your

school, and write in the feet how to get the program up and running. Ask staff to

share SEM ideas.

Say: To learn about the Schoolwide Enrichment Model (SEM), we will first watch a short video,

https://youtu.be/Ahns58xmElw that further explains SEM and then read an article titled “Celebrating Parents

using SEM”. While watching the video and reading the article, you will fill in the Body Biography graphic

organizer. This will help us think about how we can organize and implement a SEM program in our school.

Say: Today we will discuss how we can utilize and celebrate our parents’ strengths and assets to further engage

them in a strong partnership with our school by investigating and developing a Schoolwide Enrichment Model. It is

critical to tap into these resources because our parents have knowledge and skills in many areas that we can use to

provide enrichment to our students.


ACTIVITY TWO: Developing a process to implement a SEM program

Say: Putting a process in place for a SEM program may seem overwhelming, but there are some easy steps we can put

into place to make this model come alive at our school.

Read off the following steps and have staff follow along using the handout ‘Developing a SEM Process’

Step 1: Gather information on parents’ interests and hobbies through an Interest

o You will be sending a copy of this home with each of your students to gather this information prior to

our next module.

Step 2: Organize the information about parents’ interests gathered by grade level. Think about which

hobbies/interest would appeal to certain grade levels.

Step 3: Decide if you are going to begin the enrichment with one grade level, two grade levels, or your entire

school and what day of the week, time of the day, and how long the enrichment program will be offered (e.g.,

Friday mornings from 8:30 ‐9:30 for 8 weeks). It’s always good to start small first.

Step 4: Once grade levels and interests are confirmed, send a flyer home (see ‘How to advertise the SEM project

for an example) with the students in the grade level the enrichment program is going to be offered. **Make

sure you include a place to sign up for their first, second, and third choices. **

Step 5: Contact parents with the number of students enrolled in their course as well as the logistics of the

program.

Step 6: Implement your plan for the period of time allotted.

Step 7: Celebrate students’ creations from each of the enrichment classes.

Say: Now that you know what SEM is and how it could be implemented at this school, you will be asking your students

to help gather information on their parents’ interests that could be shared at your school using the Parent Interest

Inventory document.

Debrief:

How can the SEM process assist us in engaging our parents for student success?

What part of the SEM process intrigues you the most?


Celebrating Parents through a Schoolwide Enrichment Model

Parents are our most valuable asset in education; however, they are frequently under-utilized. Often times, interactions

only include informal and formal conversations about their child’s learning before, during (e.g., conferences), or after

school (e.g., social events where students are performing or fund-raising dinners occur). Rarely do we put the parents

center stage by capitalizing on their knowledge, skills and talents to enrich children’s learning and academic growth.

One way parents’ special skill sets can be utilized and celebrated is through orchestrating a Schoolwide Enrichment

Model (SEM). Using their talents, parents can create learning activities that are challenging, relevant and interesting to

children and allow them to be creative and develop their own unique gifted behaviors. Consequently, student

motivation increases, resulting in higher achievement levels and reduced behavior issues. These types of activities can

be infused into the general education program; ensure that we meet NCLB (No Child Left Bored); relate education to the

real world of work and productivity; and encourage students to take charge of their own learning so they can become

successful and contributing members of society.

Listed below are examples of the many strengths and assets parents can bring to the educational environment:

Tortilla making Track and field events What the stock market is and how it works. Designing rollercoasters

American Sign Language (ASL) Building bridges Gardening Woodworking

Jewelry making Hatching chicken eggs Fashion design Fixing automobiles

Mandarin/Chinese language learning Making environmentally friendly cleaning products

Writing your own graphic novel Baking Drama production Cooking a nutritious meal

The Romanian culture Beautician Hand-sewing a scarf Outdoor survival skills

Dinner etiquette Banking Pottery – hand building/wheel Astronomy – star identification Learning how to design an App Surfing

Building and flying kites Marine Life Farming Bike racing

Painting like Monet The art of writing poetry Building a rocket Zookeeping Publishing a book Knitting a hat


Developing a SEM Process

Step 1: Gather information on parents’ interests and hobbies through an Interest Inventory.

o You will be sending a copy of this home with each of your students to gather this information prior to

our next module.

Step 2: Organize the information about parents’ interests gathered by grade level. Think about which

hobbies/interest would appeal to certain grade levels.

Step 3: Decide if you are going to begin the enrichment with one grade level, two grade levels, or your entire

school. Decide what day of the week, time of the day, and how long the enrichment program will be offered

(e.g., Friday mornings from 8:30 -9:30 for 8 weeks). It’s always good to start small first.

Step 4: Once grade levels and interests are confirmed, send a flyer home with the students in the grade level the

enrichment program is going to be offered. **Make sure you include a place to sign up for their first, second,

and third choices.**

Step 5: Contact parents with the number of students enrolled in their course as well as the logistics of the

program.

Step 6: Implement your plan for the period of time allotted.

Step 7: Celebrate students’ creations from each of the enrichment classes.


Parent Interest Inventory

Student’s Name:_______________________________ Student Grade Level:____________________________

Parent/Caregiver Name:_________________________ Profession/Career/Job(s): _______________________

Phone: (cell)___________________________________ (work)_______________________________________ My hobbies are: __________________________________________________________________________________________

I can play and/or teach these sports:

__________________________________________________________________________________________

Circle any area in which you have a special talent or ability: Carpentry Computer Skills Music Dance Foreign Language Swimming Drawing/Art Electricity Nature/Survival Skills Drama/Acting Sports Sewing Cooking/Baking Music/Singing Gardening Crafts Exercise Film/Video Fishing Mechanics Photography Writing Other _________________

I am willing to donate my time as a parent volunteer in an enrichment program by sharing an interest, hobby, or occupation with a small group of children.

Check one: Yes______ No______

If Yes: When? Day(s) of the Week_______________________________ Time(s) of the Day ________________

Describe projects you have done or other activities you have completed that may explain why you choose

that area as your special talent or ability.


Student Led Conferences (80 minutes)

Activity 1 (10 minutes) ‐ Have the participants read the quote from Rich Stiggins (page 2) and have the participants

answer the questions:

What practice is he referring to?

Does anyone want to share their experience with the Student‐Led conferences?

Activity 2 (10 minutes) ‐ Getting the “Big Picture” of Student‐Led Conferences

https://www.youtube.com/embed/JJWrA4_hdgg

Use the four A’s organizer beneath the quote for the participants to record their thoughts

Ask for volunteers to share what they heard or are thinking/questioning

Activity 3 (25 minutes)‐ Going deeper‐ Understanding Responsibilities in a Student‐Led Conference. (3 sheets chart

paper prepared in quadrants)

Divide the participants into 3 groups. Each group will become the expert to share the highlights from

their article. To summarize and share with the whole group, each small group with have a large sheet of

chart paper‐ prepared in four quadrants – “The Students’ Role”, “The School’s Role”, “The Teacher’s

Role (crew advisor)” and “The Parents Role” (like the parking lot). They will record their findings and

each group will share out to the whole group.

Article #1: Student‐Led Conferences: Empowerment and Ownership (pages 3 & 4)

Article #2: Student‐led conferences: A growing trend (pages 5 & 6)

Article #3 A Guide to Student‐Led Conferences (pages 7, 8, & 9)

Activity 4 (25 minutes)‐Going even deeper‐ Understanding the details in a Student‐Led Conference.

Participants return to their four groups from Activity #3, and review the sample

Student Led Conference Faculty Handbook.

Have each small group focus on the same areas that they addressed in Activity 3 and use the handbook

to add additional responsibilities or details for each member in a Student Led conference on their chart.

Direct them to review the sample forms needed in the Student Led conference and note on their charts

which forms are used by which group.

Do a Carousel walk of the charts –When they have completed the Carousel Walk have them return to

their seats and close with the following questions:

o Who benefits from the SLC and why?

Activity 5 (10 minutes) ‐ Summary of the Student‐Led Conference

A picture is worth a 1000 words! View‐ https://www.youtube.com/watch?v=L_WBSInDc2E

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"…this practice is the biggest breakthrough in communicating

about student achievement in the last century. When

students are well prepared over an extended period to tell

the story of their own success (or lack thereof), they seem to

experience a fundamental shift in their internal sense of

responsibility for that success. The pride in accomplishment

that students feel when they have positive story to tell and

tell it well can be immensely motivational. The sense of

personal responsibility that they feel when anticipating what

it will be like to face the music of having to tell their story of

poor achievement can also drive them to productive work." Rich Stiggins, Phi Delta Kappan, November 1999.

4 A’s Graphic Organizer – as you watch the video, make notes in the various boxes depending on the prompt:

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Agree with

Argue with

Aspire to

AHA!


Student-Led Conferences: Empowerment and Ownership Putting students in the driver's seat of their parent‐teacher conferences creates opportunities for reflection, engagement, and

agency.

Wildwood IB World Magnet School

GRADES K-8 | CHICAGO, I

AUGUST 24, 2015

Overview

Students Take the Lead

Parent teacher conferences at Wildwood Elementary are actually a time when the teachers do very little talking. Instead, the students run the conferences, informing their parents about how they're doing, what their goals are going forward, and what kind of learners they are.

How It's Done

Start Small

It sounds like a cliché, but Wildwood teachers all say the same thing: "Start small." When the school piloted the idea of student-led conferences five years ago, a few of the teachers were simply asked to find ways to give the students a little more presence at the conferences, whether through a letter to the parents, a podcast, a poster or by just being at the conference themselves.

"We started slow with student-led conferences," says eighth-grade teacher Brigid Jennings. "It was almost like a gradual release to full student-led conferences. It's important to remember that not all teachers are at the same level of comfort with giving over this time to the students. We spent a lot of time as a professional community discussing ways student-led conferences could work, and then found whatever format was best for us as teachers and also our students."

As they piloted the change, these teachers saw a big difference in the levels of engagement for both parents and students. The teachers also liked the new model better, saying that it felt less like they were defending the grades they gave students and more like a conversation about the students' learning. The pilot group's success convinced the rest of the teachers at Wildwood to keep building on the idea, and within a few years, it had become a school-wide practice.

Designating a Time

Conferences at Wildwood happen twice a year. Each conference lasts ten minutes, due to the number of families that teachers have to see. While that time seems like much, setting reasonable constraints can help the students feel more comfortable presenting.

"We never get through everything," says eighth-grade teacher Rebecca Braun. "We actually include more work than time allows. This helps the students feel less anxious and also keeps the conversation flowing."

Students know that it's OK if they don't get through everything, and teachers know that the conversation doesn't have to end after ten minutes. Parents are given the option of taking the students' presentation binder or folder home for the night to continue reviewing and discussing the work.

Teachers also work around the time limits by rearranging their schedule to allow for 15-minute conferences, or by making sure that the time blocked off for student-led conferences isn't usurped by other issues.

"If I have serious concerns and need to have a conversation with a parent," says Jennings, "I reach out to those parents and schedule separate times. I still keep their regular scheduled time for student-led conferences because I believe it is important for all students to present their learning to their parents and spend that vital time reflecting as a family."

Preparing the Work

The students prepare some kind of presentation, which differs by grade and is scaffolded to their skill level. For instance, the eighth grade classes prepare binders with their work and reflection sheets, while younger grades may prepare a poster board or packet to

Article 1a Page 3 2016 Veteran Winter Institute 22

show their parents. But all students keep and manage a portfolio of their own work. (For examples and more information on portfolios, see the Resources section.) When students complete something that they're proud of or want to keep, they simply file that item in their portfolio. When it is time to start prepping for conferences, students can then go to that portfolio and choose what they want to include in the conference binders or folders to show their parents.

"When we begin to prepare for student-led conferences," says Jennings, "I have a conversation with students around what they feel should be included in their binders. We continue the conversation then through different lenses: What would you like to see as the student? What would your parents like to see? What would your teachers like to see? The student is the primary driver of what goes into the binders."

Some teachers set loose guidelines about what must go into the binder or folder, but the students are given a lot of freedom over what to include.

"We don't get too crazy about guidelines," says Jennings. "Each subject area must be included, and the reflection pieces also must be included. But it's important for the students to have choice in what goes into their binder. It's all about their learning and what's important to them. When students are given ample time to reflect, you would be surprised that they won't just fill their binder with every A+ paper they have. They'll include places where they struggled, places where they improved, and places where they need help. This doesn't always happen easily, but this is where teacher/student reflection and conversation come in."

Preparing Students to Lead

In addition to preparing their binders or folders, students spend the weeks before conferences talking about how to present and lead the conversation with their parents. Helping the students feel secure in talking about their learning makes their limited presentation time go much more smoothly, Wildwood teachers say.

"It's important to make sure the students understand they are in control of the conversation," says Braun. "It's not a 'got ya,' and their very best strengths are the highlight of the conference."

Teachers do this by setting expectations, facilitating student reflection, and going over the necessary elements of a successful conference.

"The teacher should be giving mini-lessons and having conversations about quality work, good conferences/bad conferences, planning, etc.," says fourth-grade teacher Georgia Melidis. "Teachers must build the capacity of their students. After all, students are in school, they are learning skills, and conducting a student-led conference is a skill that must be taught . . . We start prepping about a week before conferencing, and we practice 10-15 minutes per day. I got creative and made the prepping a station in my Daily Five reading centers."

Practice is a large component of their preparation, and students practice their presentations with each other, their teacher, and students from other grade levels. "Typically, what we do is we get with a buddy, and they can read to their friend," Melidis says. "They're giving each other feedback on their paper, so it's really an authentic way to design and conduct a student conference. And the shy ones are able to practice with people and feel prepared and then feel confident."

While preparing for conferences does take some class time, teachers find that it's just as valuable as curricular lessons. "We view the prep work as a critical time for reflection," says Braun. "Students look back on their work for the quarter and write about their areas for growth, their successes, things they'd like to work on. Kids have a tendency to forget about all the wonderful learning they've experienced in a quarter."

For teachers that may have the time flexibility to prepare, "I would say to get creative," suggests Melidis. "They can start two weeks prior to the conferences and practice for the first five minutes of class, or they can tie it into their daily journal, daily goal setting, reflection time, they can make it their exit ticket, etc."

Not only does investing time in conference prep ensure a successfully led conference, it also encourages student and parent attendance. Students are excited to tell their parents what they've learned, and parents are more apt to attend because their kids are excited. "This year, I had every parent and student show up for conferences," Melidis recalls. "Conference time was not taken as seriously before, but now the school is full and lively on conference night. I mean, let's face it -- no parent wants to let his or her own child down.

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Student-led conferences: A growing trend For years parent-teacher conferences have been the primary means of parent-teacher communication. But now, many schools are trying something new—student-led conferences that communicate not only how a student's doing but also why.

Parent-teacher conferences—we all know how they go. Parents troop into classrooms to talk with teachers about their children's progress in school. Often, the process feels rushed, and parents leave feeling vaguely dissatisfied, as if they didn't really get what they came for.

For years that process has been the norm, but now it is changing. In more and more schools, students are leading conferences, and, overall, the word is that they're doing a fine job.

Many teachers themselves speak enthusiastically of the advantages of student-led conferences over teacher-led ones. "We found the [student-led] conferences most beneficial," said Keith Eddinger of the Marcus Whitman Middle School in Rushville, New York. "From a teacher's perspective, we were able to get a better picture of each child. It forced us to sit down with each student and review strengths and weaknesses. This conversation often told us the students learned more than perhaps we had measured through conventional assessments."

Eddinger added, "Our post-conference reviews with parents and students were overwhelmingly positive."

John Osgood, of C. L. Jones Middle School in Minden, Nebraska, found that "comments [about student-led conferences] from parents and board members were very positive."

Another staff member, Dick Philips, said, "Most parents listened to their child. It was interesting listening to [children] explain low grades to their parents. It did open the lines of communication."

"Several parents really liked it because it gave them an opportunity to see their child's work," said Sue Yant, another staff member. Yet "some [parents] said they hoped we [would hold] the traditional conference once a year."

Student preparation

"The format is important, but I believe the success of a student-led conference is most determined by how well students are prepared," wrote Laura Hayden, a seventh-grade communications teacher at Derby Middle School in Derby, Kansas, in Letting Students Lead Parent Conferences, an article published by the National Association of Elementary School Principals in Middle Matters.

The conference format at Hayden's school had students show parents some of their work and explain their grades in a student-led conference. Each team could conduct conferences a bit differently. Hayden's team used an open house arrangement in which students and parents visited all team members' classrooms, but other teams held the entire conference in one classroom.

The significance of format aside, Hayden focused her students on preparation. At the beginning of the school year, she had students set up a binder to contain a portfolio as well as graded work. She explained that students had to keep their binders orderly because they would use them to lead their conferences.

A week before the conferences, Hayden's team sent home a letter informing parents of the conference and the fact that their child would lead it. About three days before conferences, she had students prepare portfolios of their work to date, including a special project, a quiz, a homework assignment, and one assignment from which they felt they had learned the most. Students also wrote a reflection on their grades and study habits. They set goals for the next semester and organized their graded work section.

The day before conferences, teachers role-played, pretending to be the student, with the student playing the teacher or the parent. Teachers modeled, for example, how to explain a poor grade to parents, and they gave students a checklist of what to cover in the conference.

Student responsibility

"The preparatory time is worth it," Hayden wrote, "especially when you hear a struggling student explaining what he or she learned from an assignment and taking responsibility for the score he or she achieved."

"[Students] need to understand that they are in control of their own efforts to learn the material," said Barbara Rommel, superintendent of the David Douglas School District in Oregon. (Source: "New Method Puts Student in Charge," an article published in the Oregonian newspaper.)

The Oregon Educational Act for the 21st Century requires students to meet higher standards. By having students assess how they are progressing toward those standards, educators say, students will know how far they've come and how far they have to go to meet the standards.

"It helps them accept responsibility for their learning," said Patti Kinney, principal of Talent Middle School in Oregon."I like being able to tell my side of the story," Josh Whitney-Wise of Milwaukie, Oregon's, McLoughlin Middle School told the Oregonian.

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Advantages and disadvantages

Educators acknowledge that there are disadvantages as well as advantages to student-led conferences. Although parent attendance seems higher for student-led conferences than for teacher-led ones, a parent's failure to attend a student-led conference leads to a great deal of disappointment for a student who has worked hard to prepare.

Another disadvantage is that some parents want to spend more time with their child's teacher, receiving his or her viewpoint. Nearly all schools with student-led conferences will let parents make separate appointments to confer with teachers.

For the most part, parents support the concept of student-led conferences, though some support them with slight reservations. "My daughter was in a class that did student-led conferences a couple of years ago," said one parent of a child at Jones Middle School. "I think the object was to make the child feel a part of the whole process, to get them in tune with their own progress. As a parent, I felt like I still needed some info from the teachers and wanted more. But I do think the student gets a new perspective on their grades. Personally, I don't think it would be good to do this often, but once a year is good. When you ask if they were 'beneficial,' I can say yes and no. They were more beneficial to the student than to the parent."

But the advantages, say most teachers who have participated in student-led conferences, outweigh the downside. Student accountability is mentioned again and again by educators as a plus for student-led conferences. Another plus is the way even a struggling student can produce something positive for a conference, an art project or an essay, perhaps, that wouldn't show up in a report card grade. Overall, talks with educators indicate, student-led conferences are a growing trend.

Article by Sharon Cromwell Education World® Copyright © 2010, 2015 Education World - See more at: http://www.educationworld.com/a_admin/admin/admin112.shtml#sthash.FZmAlILt.dpuf

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A Guide to Student-Led Conferences By Edudemic Staff on December 18, 2014

Parent-teacher conferences provide parents with updates on their child’s progress and opportunities to see their

student’s work. They also open communication between school and home. However, students often are passive, or

even absent, during traditional parent-teacher conferences. One way to fix this is to put students at the helm, as

they are the ones who are responsible for their work and progress. Here, we detail a few ways to hold effective

student-led conferences and we offer a guide for each conference participant.

What Is a Student-Led Conference?

In the student-led conference format, students and teachers prepare together, and then students lead the

conference while teachers facilitate. “The triad then sits together to review and discuss the work and the student’s

progress. The message, once again, is that the students are responsible for their own success.” Student-led

conference models vary, but the premise is the same: “This is the student’s moment to share his or her reflections

on achievements and challenges.”

Why Conduct Student-Led Conferences?

During traditional parent-teacher conferences, parents ask how their students are doing, and teachers provide

grades and behavior reports. While these conferences seem to offer a final answer, they do not paint a clear picture

of students.

According to Gus Goodwin, a teacher featured in the book, “Deeper Learning: How Eight Innovative Public Schools

Are Transforming Education in the Twenty-First Century” (which in turn was quoted in this

excellent MindShift article) is quoted as saying that parents appreciate student-led conferences as an alternative

because they realize report cards are not useful, “and over time, the parents begin to set a higher bar for their

students at these conferences.”

Adjusting to the new conferences takes time, but parents become more reflective about their children’s progress and

understand how to help at home. The students also gain a better understanding of their strengths and challenges

and the correlation between their effort, progress, and resulting quality of work.

Furthermore, teachers report more satisfaction with student-led conferences. In an Education World article, Keith

Eddinger explains that, “from a teacher’s perspective, we were able to get a better picture of each child. It forced us

to sit down with each student and review strengths and weaknesses. This conversation often told us the students

learned more than perhaps we had measured through conventional assessments.”

Teacher Roles in the Student-Led Conference

During student-led conferences, teachers take on the role of facilitator, rather than that of leader. Individual teachers

or whole schools may determine the conference format; for example, one teacher might meet with students and

parents, or a few sets of families might meet in one space with circulating teachers. Regardless of the format,

teachers play a more direct role in conference preparation than during conference time.

In preparing students for conferences, teachers outline student portfolio requirements. Often, teachers ask students

to choose pieces illustrating areas for improvement, strengths, and personal choice such as work samples that

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make them especially proud. Teachers also prepare students for presenting their work. One strategy is to

suggest discussion starters, such as “I do better in math when I…” Ultimately, the goal is to help students

communicate their learning and processes to their parents through work samples.

Teachers also act as student advocates throughout the student-led conference. Parents may see lower than

expected grades or hear surprising admissions from their student, so teachers need to guide discussions in a

supportive manner that eliminates blame. For this reason, teachers instruct students to begin on a positive note with

their strengths and then work through their challenges and areas of improvement. Next, teachers encourage families

to create strategies for supporting student growth and improvement, such as setting aside designated

homework/reading time or creating quiet study and work environments at home.

Students as Conference Leaders From the beginning of the school year, students compile their portfolios consistently and thoughtfully. A portfolio for

a student-led conference typically includes an agenda for the conference, a compilation of the student’s work in the

class, and usually goal sheets outlining academic and behavioral standards for them moving forward.

After assembling the portfolio, students maintain them in an organized fashion. Students who don’t understand their

teachers’ requirements must ask questions if they are unsure about what to include. Usually, students use self-

evaluation checklists or learning surveys to determine their areas of strength and weakness and set learning goals.

Students must resist the urge to show parents their very best work and provide them with a clear picture of their

school year and progress. Most important, students clearly communicate their progress and learning processes with

their parents.

As the conference date draws near, students rehearse while teachers model the process and give students time to

practice in class prior to the conference. Students should take advantage of this time and ask for help or guidance if

they are especially nervous about their conferences. They can rely on notebooks or notecards with their written

reflections or talking points to help ease their nerves and remain on track during the conferences.

Additionally, students advocate for themselves during the conference. If they feel that their parents could do more to

help them, such as keeping younger siblings out of their rooms or study space during homework time, they can

communicate this during the conference. Because student-led conferences are reflective by nature, students must

be honest with themselves and their parents when reflecting on their grades, effort, and study habits. They also

should set appropriate goals for the next grading period or semester.

Parent Roles in the Student-Led Conference

Parents are accustomed to the traditional conferences and will likely want to ask teachers about classroom

behaviors and performance. Thus, parents find the most difficulty in listening to their student instead of asking

teachers for clarification or explanations. During student-led conferences, parents focus the conversation on their

children and reflect on their work with them. They look at samples and listen to their children’s explanations and

reflections. Then, they ask how they can help and what the students need from them.

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Some of the best questions that parents can ask center on homework environments and a student’s classroom

efforts. This way they can participate in developing strategies to support their students and then remain consistent

long after the conferences end. This also helps them to be open-minded about their children’s areas of improvement

and to support their goal-setting process. For parents, it’s important to embrace the student-led conference format

and allow children to take the reins so they can act as responsible learners.

In Short

Student-led conferences can be very successful in opening communication between school and home, but only if

every participant understands their roles and responsibilities. This guide helps to educate participants on their roles

during a student-led conference, what they can expect, and how to best use this opportunity to benefit the student,

family, and teacher.

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Student-Led Conference Faculty Handbook

By Megan McMahon, Teacher and Crew Leader

Washington Heights Expeditionary Learning School Minds in Motion Brett Kimmel, Principal


2

Table of Contents

Description of Student-Led Conferences

3

Objectives of SLCs

3

SLC Learning Targets

4

Role of Student

5

Role of Subject Teacher

6

Role of Crew Leader

7

Role of the Parent 9

Role of School

10

Supporting Documents

Student Self –Evaluation Template

11

Student-Led Conference Scheduling Template for Teachers

12

Student-Led Conference Scheduling Template to Post

13

Student-Led Conference Assessment Template

14

Crew Advisor Preparation Checklist

15

Conference Concerns/Comments For Subject Teachers

16

Concerns For Students Earning Less Than a 75

17

Student Preparation Checklist for Student-Led Conferences

19

Sample Student Agenda

20

Sample Student-Led Conferences Student Script

21

Achievement Support Plan

24


3

Description of Student-Led Conferences (SLCs) Washington Heights Expeditionary Learning School considers the relationship between students’ families and the school to be of paramount importance. At three times during the school year, the school invites students and their families to attend formal conferences during which report cards are given to families. At WHEELS, Student-Led Conferences replace the traditional parent/teacher conference. SLCs are attended by the student, parent/guardian, crew advisor, and other adults the student would like present. The crew leader facilitates the meeting, but the student is in charge. During the conference, students explain their progress toward and mastery of both academic (content/skill) and character (habits of work and learning) learning targets. Students justify their progress by leading their families through a portfolio of assignments culled from academic classes. At WHEELS, we base our Habits of Work and Learning (HOWL) learning targets upon our WHEELS Ways to Be: prepared, prompt, present, responsible, respectful, and open minded. Students justify quarter grades in each class by referencing specific assignments that show their mastery of learning targets. Students also complete self-evaluations of their performance in each class and share them with their families. Students are held accountable for their progress when they explain areas of strength and areas in need of improvement. The tone of the conference is positive with a focus on what can be done to ensure success as opposed to what has been done poorly.

Objectives of Student-Led Conferences:

To increase student accountability and autonomy concerning academics and their habits of work and learning (HOWLS). To hone student verbal communication and critical thinking skills. To emphasize WHEELS’ student centered philosophy. To build open relationships with families concerning student progress at WHEELS. To help students meet speaking standards. To teach students how to persuade by substantiating claims with evidence.


4

WHEELS Student-Led Conference Learning Targets

Learning Targets I can make consistent eye contact when speaking. I can speak clearly, audibly, and at an appropriate pace. I can use an appropriate and respectful tone. I can answer questions directly and honestly. I can communicate ideas in an organized and coherent manner with appropriate and precise vocabulary. I can take responsibility for progress, explaining how and why I have improved. I can take ownership of my failures and mistakes. I can reflect on my work habits. I can create and share a plan for improvement or continued success.

HO

WL

S

(Hab

its o

f Wor

k an

d L

earn

ing)

I can demonstrate my ability to follow the Ways to Be.

I can explain the learning targets I met in each of my academic subjects. I can share examples and evidence from specific assignments in each of my academic subjects. I can use notes and outlines to help me present. I can include details and examples relative to the audience. I can conclude my presentation by reviewing the main points. I can synthesize and paraphrase information. I can make connections between sources of information. I can persuade my audience by substantiating claims with evidence. I can use language and grammar appropriate for purpose and audience. I can use grammatically correct sentences when speaking.

Con

tent

/Ski

lls

I can use facial expressions and gestures that help in communicating my point.


5

Role of the Student

The student is the main player of the student led conference. Teachers and crew advisors guide the students through the conference process and help the students prepare, but the responsibility of conveying information to parents and families rests on the students. Students continually self-assess their progress based on learning targets. Each student keeps graded assignments in the appropriate binder or the student work folder. Students do not throw away work. Two weeks before conferences students cull two to three pieces of work from each of their academic working folders that demonstrates their ability to meet learning targets. Students put work in a single crew folder that they take from class to class. Students complete self-evaluation checklists for each academic class. They reflect on their progress and the areas in which they need to improve. Students are prepared to share goals and strategies to obtain these goals with the important adults in their lives. They practice substantiating their grades with evidence from various assignments and their mastery of learning targets by taking part in mock conferences during crew and subject classes. Students write formal invitations to their parents to invite them to SLCs. Students make sure that their parents fill out surveys and bring them to their crew advisors. Students write formal thank-you notes to their parents post SLCs.


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Role of the Subject Teacher

The subject teacher is responsible for keeping the student informed about his or her progress according to learning targets. The teacher is also responsible for helping students select appropriate work to bring to the conference and for providing class time for this purpose. Each teacher has a list of students and corresponding crew advisors. Teachers share significant academic or behavioral concerns with the crew advisor immediately, not at the end of the quarter. Crew advisors are alerted to any event in which the parent is contacted. Crew advisors are invited to sit in on parent meetings. Each subject teacher creates a file system of student work. All assignments are placed in these folders. Students are taught to keep assignments available, either in their binders or in their working folders. Each subject teacher creates a list of learning targets for each unit covered during the marking period. As a general practice, the teacher explains the connection between assignments and learning targets. Teacher assessment is clearly aligned with student mastery of learning targets. The teacher helps students learn to explain academic progress in terms of learning target mastery. Grading is transparent and students know how they are doing in a specific class at all times so the final grade is never a surprise. Two weeks before conferences classroom teachers provide students with opportunities to cull work that demonstrate mastery of learning targets. Teachers help students select two to three assignments that show the learning process, preferably a multi-step project as opposed to a quick quiz. Improvement in skill mastery, like a gradual improvement in multiplication facts, geography recollection, or specific grammar exercises, can be shown in graph form to emphasize trends in progress, as opposed to performance on an assignment in isolation. Teachers create a self-evaluation form for students to complete according to their success in the class. This form includes the major learning targets and an area for goal setting. Students plan ways to meet goals in the upcoming quarters. Teachers model verbal exposition of the connection between assignments and learning target mastery. Teachers provide class time for students to practice substantiating their grades with evidence from their assignments. Teachers run mock conferences, specific to their subject area. After the conferences are over, teachers make sure to contact any parent who is concerned about his/her child’s progress in a timely manner. Crew advisors provide students with lists of students and their contact information. Teachers should be prepared to speak to the parents of any child who has failed the class or who has dropped significantly in either conduct or academic performance.


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Role of the Crew Advisor

In preparation for the conferences: The bulk of SLC preparation happens in crew and much of the responsibility lies with the crew advisor. Crew advisors ensure conference quality across the grade levels. Crew advisors schedule conferences with the parents of crew members during the specific conference times. Advisors clearly communicate the specific time for each conference with the students and their families. Advisors create alternate arrangements if parents cannot attend the conference at the allotted time. The names of any parent who is repeatedly unavailable should be given to the office. Some families have multiple children attending WHEELS. Every effort should be made to provide parents with consecutive conference times for their children. Crew advisors help students organize assignments and prepare for conferences. Crew advisors review student self-evaluation forms, help students set new goals, and guide students in the creation of action plans to meet those goals. Crew advisors help students develop agendas for the conference time and help them learn to manage time wisely when speaking. During crew time, advisors help students learn to speak thoroughly, but concisely about their work and general progress. Crew leaders should pay particular attention to speaking skills such as eye contact, pacing, audibility, body language, and use of visual aids. Crew time is set aside to practice student-led conferences with peers. Crew advisors review the Student-Led conference assessment rubric with students. Right before the conferences begin: Student-Led Conference schedules should be posted outside the classroom. Chairs should be provided for families that arrive early. The Crew Leader may want students to provide refreshments for their families and may want to have a table set-up for younger children with paper, crayons, picture books, or games. During the conference: Crew Advisors must stick to the schedule. If a parent arrives late, the conference must be truncated out of respect for the other families, but students may continue to share work in the hallway and report cards may be given to parents. Crew Advisors welcome each family, preferably using names, and thank them for coming. Crew Advisors remind families that the student will do most of the talking and that it is best to save questions for the end.


8

Crew Advisors let the student speak. Crew Advisors may ask probing questions or direct the student to the agenda, but they do not dominate the conversation. Crew Advisors help the student if the parent is talking too much, and try to redirect the conversation if the parent begins to get upset. Crew Advisors make sure all of the paper distribution and signing happens without taking away from the student’s presentation. Crew Advisors are prepared to answer questions about why the parents are meeting with them and not the subject teachers and SLCs in general. If a parent wants to meet with a teacher, then Crew Advisors record that information and tell the subject teacher the next day. Crew Advisors thank each family for coming and reaffirm availability for current or future concerns and give them a survey to fill out at home. After the Conferences: Crew advisors collect surveys from students over the next few days. Crew Advisors complete assessments for each crew-member, debriefs the conference and discusses goals the student has made in crew the next day. Crew Advisors inform subject teachers of any parental concerns. Crew Advisors help students write thank-you notes to family members who attended the conferences.


9

Role of the Parent/Guardian

The parent/guardian is the second most essential attendee to the Student-Led Conference and should be briefed about the format and objectives of the SLC so that the conference runs smoothly. The parent must be willing to let the student speak, saving questions until the end. The parent/guardian arrives on time. The parent/guardian shares any lingering concerns with the crew advisors who will inform the subject teacher. The parent/guardian helps the student meet his or her academic and behavioral goals by supporting their progress at home.


10

Role of the School

The school prearranges Student-Led conference days, notifying teachers, students, and parents in a timely manner. The school shares the student-led conference format with the parents and is clear about the objectives of these meetings. The school encourages parent questions about our conference format. The school sends multiple reminders home to families in both English and other appropriate languages. The school provides teachers with report cards two days prior to the conferences so that students are not surprised by grades and can practice their conferences with concrete information in front of them. The school provides translators for teachers who do not speak students’ home language. The school responds to parental concerns in a timely manner.


Washington Heights Expeditionary Learning School

Student Self-Evaluation Template Teachers: Fill in the major assignments the children have completed this quarter. Write in the five major Learning Targets assessed by these projects. Help the students self-evaluate by modeling evaluation of an important project. Students may find self-evaluation easier if they have the assignments in front of them. You may want to allow students to select their own assignments to self-evaluate. Name: Class: Date: Class: Teacher: Directions: Rate your mastery of each learning target. Consider your performance on projects that assess each learning target.

Learning Targets 4 3 2 1

Ass

ignm

ent:

____

____

__

Ass

ignm

ent:

____

____

__

Ass

ignm

ent:

____

____

__

Ass

ignm

ent:

____

____

__

What are your goals for next quarter? What were some of your strengths in this quarter? 1. 1. 2. 2. 3. 3. What changes can you make in your HOWLS to help you achieve these goals?

What are some areas in which you can improve? 1.

1. 2 2.



Student-Led Conference Scheduling Template for Teachers

Time-Slot Student’s Name Name of Adult(s) Attending Conference

Telephone #

Parent Signature



Student-Led Conference Scheduling (to post outside the room)

Time-Slot Student’s Name Name of Adult(s) Attending Conference



Student-Led Conference Assessment Template

Name: Class: Date: Crew Crew Advisor:

Learning Targets I can make consistent eye contact when speaking. I can speak clearly, audibly, and at an appropriate pace. I can use an appropriate and respectful tone. I can answer questions directly and honestly. I can communicate ideas in an organized and coherent manner with appropriate and precise vocabulary. I can take responsibility for progress, explaining how and why I have improved. I can take ownership of my failures and mistakes. I can reflect on my work habits. I can create and share a plan for improvement or continued success.

HO

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S

(Hab

its o

f Wor

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d L

earn

ing)

I can demonstrate my ability to follow the Ways to Be.

I can explain the learning targets I met in each of my academic subjects. I can share examples and evidence from specific assignments in each of my academic subjects. I can use notes and outlines to help me present. I can include details and examples relative to the audience. I can conclude my presentation by reviewing the main points. I can synthesize and paraphrase information. I can make connections between sources of information. I can persuade my audience by substantiating claims with evidence. I can use language and grammar appropriate for purpose and audience. I can use grammatically correct sentences when speaking.

Con

tent

/Ski

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I can use facial expressions and gestures that help in communicating my point.


Comments: ___________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________



WHEELS Crew Advisor Preparation Checklist

Pre-Conference/Scheduling Logistics I have scheduled a conference for each student in my crew, paying specific attention to families with multiple

children in attendance at WHEELS. Each family knows when to arrive and where the conference will be held. I know the first and last names of any adults that will be attending the conference. I have created other arrangements for parents who cannot attend the regular conference times. If I don’t speak Spanish I know there will be a translator available for me.

Pre-Conference/Student Logistics I have helped students organize assignments and prepare for conferences by reviewing student self-evaluation

forms, helping students set new goals, and guiding students in the creation of action plans to meet those goals. I have helped students develop agendas for the conference time and have helped them learn to manage time wisely

when speaking. I have helped students learn appropriate speaking skills. I have set aside Crew time for students to practice student-led conferences with peers. I have reviewed the Student-Led conference assessment rubric with students. They know what they need to do! I know my Crew! I know what classes they are excelling in and in which they struggle. I know if they are having

trouble with behavior in a specific class or homework in another. I definitely know if a student is failing a class and I’ve spoken with the subject teacher to find out why. I know if the child’s family is going through a difficult time. I know with whom each student lives and if there has been a change in the home environment. I know the names of my students’ parents and I think I may recall the names of a sibling or two. I know if a student is habitually tardy or late. Nothing is a surprise to me.

Materials for Conferences I have a copy of the conference schedule posted outside my classroom. I have set up chairs in the hallway for families that arrive early. I have a container next to me filled with portfolio materials arranged in the order of the conference schedule. I do

not waste time by looking for work. The students’ report cards, evaluations, and other important documents are already in the folders. I have a group of desks arranged to promote small group discussion. Multiple chairs are available. There is a place

for smaller children to sit and play quietly. My crew may have provided refreshments, which I have set up in an area away from the conferences and portfolios. I am prepared for spills.

I have a copy of the conference schedule in front of me. I have a timer or watch and multiple pens. I know which papers need to be signed and I have a folder in which to keep signed documents. I have a sheet on which to record parental concerns that cannot be addressed during the conference.

During the Conference… I stick to the schedule. I make sure that each conference ends before the next begins. If a parent wants to meet with a teacher I record that information and tell the subject teacher the next day. I let the student talk. I may ask probing questions or direct the student to the agenda, but I do not dominate the

conversation. I help the student if the parent is talking too much, and I try to redirect the conversation if the parent begins to get upset.

I make sure all of the paper distribution and signing happens without taking away from the student’s presentation. I am prepared to answer questions about why the parents are meeting with me and not the subject teachers and

SLCs in general. I welcome each family, preferably using names, and thank them for coming. I remind families that the student will

do most of the talking and that it is best to save questions for the end. I thank each family for coming and reaffirm my availability for current or future concerns and give them a survey to

fill out at home.


Washington Heights Expeditionary Learning School Student Name: Class: Date: Family Member: Crew Advisor:

CONFERENCE CONCERNS/COMMENTS FOR SUBJECT TEACHERS Please record any additional conference concerns or comments for subject teachers.

Subject Comments Math

Please call: #___________ Please call to schedule a meeting: #______________

Science Please call: #___________ Please call to schedule a meeting: #______________

Social Studies Please call: #___________ Please call to schedule a meeting: #______________

ELA Please call: #___________ Please call to schedule a meeting: #______________

Music Please call: #___________ Please call to schedule a meeting: #______________

Other Please call: #___________ Please call to schedule a meeting: #______________


Washington Heights Expeditionary Learning School Student Name: Class: Date: Parent Name: Crew Advisor:

Concerns For Students Earning Less Than a 75 Please record any concerns or comments for crew advisors to inform parents about at conferences.

This sheet should be filled out for any child earning below a 75 in class. Subject Math Homework Class work Participation Major Projects Tests Quizzes HOWLS

4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1

Additional comments/concerns: Suggested changes in study or work habits:

Science Homework Class work Participation Major Projects Tests Quizzes HOWLS

4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1


Social Studies Homework Class work Participation Major Projects Tests Quizzes HOWLS

4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1


ELA Homework Class work Participation Major Projects Tests Quizzes HOWLS

4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1



18

Music Homework Class work Participation Major Projects Tests Quizzes HOWLS

4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1


Other Homework Class work Participation Major Projects Tests Quizzes HOWLS

4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1




WHEELS Student Preparation Checklist for Student-Led Conferences

I have work from each of my academic classes in my crew folder. I have completed evaluations for each academic class. I understand how my work and mastery of learning targets have resulted in my final

grade in each academic subject. I know my strengths and weaknesses as a student. I know how I can improve for next quarter: I have set goals and created an action

plan for each class. I know how my behavior, attendance, and tardiness are affecting my academic

progress. I have practiced speaking about my work in my home language. I feel comfortable talking about my progress. I understand how my performance during student-led conferences will be assessed. I am familiar with the conference agenda.

I have given any information about conferences to my parents. I have sent home an invitation to the conferences. My parents know when we are supposed to arrive and where the conference will be

held. My parents understand that if we are late they will not be able to have the full

conference time. My parents know that I will be doing most of the talking during the conference and

that my crew advisor will be with us. My parents know why they are meeting with the crew advisor and how they can

schedule a meeting with a subject teacher.


Washington Heights Expeditionary Learning School Name: Class: Date: Crew: Crew Advisor:

SLC Sample Student Agenda

1. Arrive on time. 2. Sit outside the classroom until I am invited in by the crew

advisor. 3. Reintroduce Crew Advisor and my family members. 4. Thank my family for coming. 5. Briefly explain the format and objectives of the student-led

conference, reminding my parents to save questions for the end.

6. Show my family my report card, pointing out academic and HOWL grades, as well as the teacher comments and attendance and tardiness.

7. Mention which subject seems to be the best and in which I am struggling the most.

8. Go through each subject, showing work samples, explaining learning target mastery, and sharing my goals and action plan for improvement.

9. Share with my parent how they can help me at home. 10. Ask my parents if they have any questions. 11. Give my parents and my crew advisor time to fill out

paperwork. 12. Thank my family and my crew advisor. 13. Help my family to refreshments. 14. Make sure my family fills out the conference survey. 15. Bring the survey back!


Washington Heights Expeditionary Learning School Student ___________________ Crew _________

SAMPLE Student-Led Conferences Student Script

Introduce guest(s) to the crew leader. Introduction I want to thank you for taking time to come to my conference.

This is an opportunity for me to share who I am as a learner.

Here is my report card. (student reads through the report card)

I know that a strength of mine is ______________________________ and that I

need help with ______________________ in most of my classes.

One HOWL strength I have is _________________, because I

____________________________________________________________________

___________________________________________________________.

One HOWL need I have is _________________, because I

____________________________________________________________________

___________________________________________________________.

My portfolio contains work from my classes, including my most rewarding and most

challenging pieces that I wanted to share at my conference.


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About my work…

1. I will start by telling you about my most rewarding piece of work is

____________________________. It is most rewarding, because

____________________________________________________________________

_____________________________________________________.

A learning target we focused on was

____________________________________________________________________

____________________________________________________________.

This sample of work shows I met this learning target, because I am able to

____________________________________________________________________

____________________________________________________________.

2. My most challenging piece of work is____________________________. It is

most challenging because

____________________________________________________________________

_____________________________________________________.

A learning target we focused on was

____________________________________________________________

____________________________________________________________.

This sample of work shows I met this learning target, because I am able to

____________________________________________________________

____________________________________________________________.


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Goals Academic: What I will do to have more success in my most challenging class is

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Character:

One thing I will do to improve my HOWLS is

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Ask: Do you have any questions? Conclusion After looking at the progress report and getting feedback from the listeners, conclude the presentation by saying: Thank you for supporting me by coming to my Student-Led Conference.



Minds in Motion

WHEELS ACHIEVEMENT SUPPORT PLAN

STUDENTS NAME: DATE:

ACADEMIC

STRENGTHS: NEEDS:

Suggestions for support:

HABITS OF WORK AND LEARINING

STRENGTHS: NEEDS:

Suggestions for support:

ACHIEVEMENT PLAN: THE STUDENT COMMITS TO:

o STUDY SEMINAR/HOMEWORK HELP/TUTORING DAYS: T W R

THE FAMILY COMMITS TO: THE SCHOOL COMMITS TO: ______________ _____________ _________________ STUDENT CREW LEADER FAMILY MEMBER


SO YOU’RE

READY TO SET UP THE

Join us for an introductory webinar at StepUpForStudents.org/webinars

Administrator dates: Jan. 14, Jan. 21, Feb. 4, Feb. 9 All sessions are from 4:00 – 5:00 p.m.

Teacher dates: Feb. 2, Feb. 3, Feb. 10, Feb. 11 All sessions are from 3:30 – 4:30 p.m.


Invites You to Attend

Recognize Members of Your School Community! You can nominate up to 2 people for each award category.

Deadline: January 15, 2016 Nominate here:

https://www.surveymonkey.com/r/2016_Award_Nominations If you nominate after January 15, we will be unable to print the name of your award winners in our program.

Nominate your students! High Achieving Student: Do you have a Step Up student who is

excelling in a specific area (academics/athletics/arts)? Turnaround Student: Do you have a Step Up student who was

really struggling when they first came to your school and has made dramatic improvements?

Nominate your teachers!

Do you have a teacher who pushes his/her students to succeed? Do you have a teacher who truly represents the power of parent

partnerships and focuses on building a relationship for success? Do you have a teacher who embraces the importance of continuous

improvement and professional development? Nominate your family members!

Significantly Engaged Parent or Guardian: Do you have a parent or guardian who you can always count on to support your school and the education of his/her child?


Register here: https://www.surveymonkey.com/r/2016_Regional

Feb. 1, 2016: Pinellas County: Cathedral School of St. Jude, 600 58th St

N, St Petersburg, FL 33710

Feb. 8, 2016: Northern Orange County: Radiant Life Academy, 8151

Clarcona Ocoee Rd, Orlando, FL 32818

Feb. 9, 2016: Southern Orange County: Life Assembly of God, 2269 Partin

Settlement Rd, Kissimmee, FL 34744

Feb. 9, 2016: Duval County: Blessed Trinity Catholic School, 10472 Beach

Boulevard, Jacksonville, Florida 32246

Feb. 15, 2016: Pensacola: Potential Church, 3351 Creighton Rd,

Pensacola, FL 32504

Feb. 16, 2016: Leon County: Franklin Academy, 615 Tuskegee St,

Tallahassee, FL 32305

Feb. 18, 2016: Hillsborough County: Tampa Catholic High School, 4630 N

Rome Ave, Tampa, FL 33603

Feb. 18, 2016: Brevard County: St. Teresa Catholic School, 207 Ojibway

Ave, Titusville, FL 32780

Feb. 22, 2016: Miami‐Dade County: Trinity Christian Academy, 17801

NW 2nd Avenue, Miami, FL 33169

Feb. 23, 2016: Martin/Palm Beach County: St. Joseph Catholic School,

1200 SE 10th St, Stuart, FL 34996

Feb. 25, 2016: Lee County: Temple Christian, 18841 SR 31, Fort Myers, FL

33917

If you are not located in one of these areas, but still want to attend, feel free to join us!


Tip Sheet for PLSA Schools Students ages 3-22 residing in Florida with the following diagnoses are eligible to receive funds:

Autism Spectrum Disorder Muscular Dystrophy Cerebral Palsy

Down Syndrome Prader-Willi Syndrome Spina Bifida

Williams syndrome Intellectual Disability (severe cognitive impairment)

Kindergarteners who are deemed high-risk due to developmental

delays*

*“High-risk child” means, for the purposes of this chapter, a child from 3 to 5 years of age with one or more of the following characteristics:

A developmental delay in cognition, language, or physical development.

A child surviving a catastrophic infectious or traumatic illness known to be associated with developmental delay, when funds are specifically appropriated.

A child with a parent or guardian with developmental disabilities who requires assistance in meeting the child’s developmental needs.

A child who has a physical or genetic anomaly associated with developmental disability.

How much funding will a PLSA student receive annually? Students receive PLSA funding at 90% of the default matrix score of 253. For most students, this is approximately $10,000. Funding is based on grade level and county of residence of the student and a more detailed funding list can be found here: https://www.stepupforstudents.org/wp-content/uploads/2015/10/2015-16-PLSA-Scholarship-Amounts.pdf. Parents may request a matrix revision via their parent login and a more detailed explanation of that process is found within the Parent Handbook. How does PLSA differ from the McKay Scholarship? PLSA differs from McKay in two main ways. First, students on the McKay scholarship receive 100% of the funding available for their matrix score. Conversely, PLSA funds at 90%. For those students receiving McKay at a 251 or 252 matrix score, PLSA may be a better option as it defaults to a 253. Second, PLSA funds can be spent on a variety of approved expenses, not just tuition and fees at an eligible, private school. A more detailed explanation of approved usages for PLSA can be found in the Parent Handbook here: https://www.stepupforstudents.org/wp-content/uploads/2015/11/Parent-Handbook-2015-16_v8.pdf What should a private school do to participate in the PLSA program with Step Up For Students?

1. Make sure that the Department of Education (DOE) has approved the private school for participation in the PLSA

program. Visit www.floridaschoolchoice.org to ensure approval and/or request approval from the DOE.

2. For those schools being reimbursed directly, fill out the Provider Enrollment Form here: https://plsa-

providers.sufs.org/Control.aspx?OSP=186.

a. For License number, enter the 4-digit DOE code

b. For License type, select Department of Education

c. For expiration date, enter 7/1/2016

3. Submit a signed copy of the School Participation Agreement found on page 8 of the Provider Handbook

4. Following approval by SUFS, schools will receive a temporary password and can access the provider login with

their email address and temporary password here: https://plsa-providers.sufs.org/Control.aspx?OSP=173.


https://www.stepupforstudents.org/wp-content/uploads/2015/10/2015-16-PLSA-Scholarship-Amounts.pdf

https://www.stepupforstudents.org/wp-content/uploads/2015/11/Parent-Handbook-2015-16_v8.pdf


http://www.floridaschoolchoice.org/

https://plsa-providers.sufs.org/Control.aspx?OSP=186



Tip Sheet for PLSA Schools (Continued) How can schools receive payment directly for PLSA students?

1. Ensure that the PLSA student has been funded and has a PLSA ID card for the 2015-16 school year containing

their PLSA ID, which is accessible to parents via the parent login.

2. Submit a reimbursement request online via the provider login (see reverse for how to access this site) by using

the tab titled “Submit a Reimbursement Request”

a. Schools may submit reimbursement quarterly for funded PLSA students

b. Tuition and fees required for enrollment are covered for PLSA students

3. Following the submission of the quarterly invoice online, please submit documentation via the provider login

using the tab titled “Upload Reimbursement Documents”

a. For your ease, SUFS has created An optional template for submitting documentation and it is available

on page 7 of the Provider Handbook

b. Schools may also submit billing documentation as created by school software. Please ensure that these

bills/statements include all the required information to process for payment

4. Once submitted, parents review the reimbursement requests via the Parent Login

5. If approved, SUFS will process these reimbursement requests for payment directly to the school via ACH

NOTE: Students receiving funds for the McKay or the Florida Tax Credit Scholarship or the Voluntary Prekindergarten program cannot receive PLSA funding. Families must pick one scholarship to utilize. How often can schools expect payment from SUFS? SUFS creates ACH files weekly for PLSA payment to providers. If a reimbursement request is submitted, reviewed and approved prior to Wednesday of each week, schools can expect payment with an effective date of Friday of that same week. Who can schools contact for additional assistance? PLSA Service Ambassadors:

Beatriz Sarmiento – 904-595-6831 Erica Guerrero – 904-352-2240

PLSA Payment Inbox: [email protected] Important Links: Parent Handbook: https://www.stepupforstudents.org/wp-content/uploads/2015/11/Parent-Handbook-2015-16_v8.pdf Provider Handbook: https://www.stepupforstudents.org/wp-content/uploads/2015/11/Provider-Handbook-2015-16_v8.pdf


mailto:[email protected]


https://www.stepupforstudents.org/wp-content/uploads/2015/11/Provider-Handbook-2015-16_v8.pdf

https://www.stepupforstudents.org/wp-content/uploads/2015/11/Provider-Handbook-2015-16_v8.pdf

Step Up for Students Office of Student Learning

Success Partners 2016

Summer Conference

SAVE THE DATE Thursday, August 4: Orlando, Broward, Tampa Bay Friday, August 5: Jacksonville, Miami, Sarasota

9:30 – 4:30

BRING YOUR LEADERSHIP TEAM OR YOUR ENTIRE STAFF

CONFERENCE

SCHEDULE

OPENING GENERAL

SESSION

AM BREAKOUT SESSIONS

NETWORKING LUNCH

PM BREAKOUT SESSIONS

CLOSING SESSION


PROFESSIONAL DEVELOPMENT

CERTIFICATE OF ATTENDANCE

This certifies that __________________________________ attended 6 hours of Success Partners professional development during the Step Up For Students 2016 Veteran Winter Institute.

Participants learn about and reflect upon current research, practice and explore how this work can serve to strengthen

existing parent partnership initiatives that result in improved student learning outcomes. These experiences provide

participants with a deeper understanding of the role of a facilitator and an appreciation of the power of collaborative

teamwork necessary to make a difference in the lives of the families at their school.

The mission of the SUFS Office of Student Learning is to assist and support the establishment and maintenance of collaborative partnerships with parents, families, and schools to improve the academic, social and emotional success of every child. To achieve this goal, schools receive and utilize comprehensive professional development, personalized support, and an online learning management tool, the Teaching & Learning Exchange.


Success Partners Veteran Winter Institute 2016 · Success Partners Veteran Winter Institute...

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