Intended+Activities

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 There are three phases that student-led conferences consist of: 1) preconference preparation, 2) conference, and 3) post-conference evaluation.

A six-stage process will be used to help gain acceptance of the concept by teachers and to help guide students to develop portfolios and conduct successful conferences. This process is adapted from the process Gustine Middle School used when implementing student-led conferences (Borba & Olvera, 2001).

=**// Stage 1: Teacher Preparation //**=

This stage involves preparing a team of 5 teachers for piloting the student-led conferences implementation for this school year. They will in return help all teachers phase the conferences in the following school year for all students. It is important to have recommendations in place to use as guidelines, but also to give this team of teachers an opportunity to meet at the very start of the school year during the administration days to discuss their vision for the implementation process. They should discuss the recommendations for each stage, and make changes as a group as they see fit. (see Timeline Checklist)

Students at EHS are already set up in “RTI” (mentor) groups that meet daily for 25 minutes. These groups will now become known as “TAG” groups – Teacher Advisor Groups. The teacher assigned to the group will be facilitating these students through their conferences. It is important for these TAG leaders to openly communicate with the rest of the staff, because they will all have to work as a team to gather students’ work for the portfolios.

=**// Stage 2: Goal Setting and Portfolio Prepping //**=

The second stage involves preparation of the portfolios, which should be set up and on their way in the first couple weeks of September.


 * Students at EHS are already set up in “RTI” (mentor) groups that meet daily for 25 minutes. These groups will now become known as “TAG” groups – Teacher Advisor Groups. The teacher assigned to the group will be facilitating them through their conferences.


 *  Introduce the concept of student-led conferences to students. Show students samples of portfolios, videos of past conferences, checklists to be used, etc.


 *  A common collection method, such as a 3-ring binder, should be used, and will be stored in TAG classrooms. Each teacher should have a specific place in the room for easy access to the binder.


 *  Portfolio preparation should take the first couple of weeks of September. The binder should be sectioned into an introduction and a section for each subject being taken at the time.

 o The introduction section should include a letter than introduces the student, and personality quizzes/checklists.

 o All of the subject sections should begin with a self-reflection on academic gains that the student has made since the end of the last grading period, a list of strengths and weaknesses in that subject, as well the student should set goals for the next grading period. The goals are sent home to be signed by the student’s parents. These goals should be revisited again before the conferences (My Goals for Success and My Goals Revisited)

 o Each subject will eventually contain a minimum of four pieces of work, with at least two of them being selected by the teacher of the subject. Work will be tagged with one of the following rationales to fill out:

 * This work shows how I have been able to improve! * I consider this my best work!  * This work shows something new I learned! <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">* This work shows that I stuck with it! (Portfolio Tags)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;"> Send home a letter informing parents of the change in format for student-led conferences. The letter explains to parents that their child will be leading the regularly scheduled parent conference by sharing a portfolio of his or her work and progress since the end of the last grading period. Along with the letter, parents are also sent a questionnaire asking about their child’s strengths, weaknesses, interests, hobbies, use of time, study habits, hopes, dreams and other character traits.

=**// Stage 3: Ongoing Portfolio Organization //**=

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">This stage occurs through the majority of the semester leading up to conferences. It is important for TAG leaders to keep open communication with of their group’s teachers so that all teachers know what is expected of students involved in student-led conferences.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;"> Assign specific times for portfolio and conference work within TAG groups, with the recommendation of weekly “portfolio organization” days. This time will be used to:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;"> o gather and tag work (post-it notes work well to attach comments to work)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;"> o complete biweekly behavior/work ethic self-evaluations (Student Behavior/Work Habits Self-Evaluation)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;"> o collect mark printouts and behavior marks for each class 2 weeks prior to conference (Behavior/Work Habits Checklist)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;"> o tag missing work reflection sheets 1-2 weeks prior to conference (Missing Work!)


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;"> 3-4 weeks prior to conference day, send a letter home informing parents of the upcoming conference dates. This gives them the opportunity to select a time that best suits them, and reminds them of the change in format for interviews. It is a nice touch if the students give their parents a handwritten invitation. (Parent Letter)


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;"> TAG leaders should phone any parents they haven’t heard from, and it is important to note which parents will not be able to attend the conference, and either have the student invite another adult to take their place (principal, librarian, EA, etc.), or send the portfolio and script home to conduct the conference at home.

=**// Stage 4: Conference Training //**=

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">The fourth stage is preparing for the actual conferences. Students need to learn how to lead a conference and need to practice the procedure. It is recommended that 3-5 RTI time slots be used for this. They should be set up in the following way:


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Go over information on the room setup for conferencing and the procedure for seating parents and other guests.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Discuss tips on presenting and explaining portfolios – go over the script that will be used to help students provide a brief summary of their accomplishments and reflections, address areas where improvement is needed, share descriptions and explanations as to why certain assignments were selected for inclusion in the portfolios, and allow time for parents to make comments and ask questions. (SLC Script)


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">With another teacher/staff member, model the process expected. Videos could also be shown to model the process.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Have students pair up and practice the conference format with their peers. One student presents while the other actively listens and provides feedback. The pairs will exchange roles the next day. The TAG leader will float around the room and actively offer feedback, assistance, and cues.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">If time and resources allow, invite other adults in the building to sit in the place of the parents as students present their portfolios.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;"> After given some feedback on their portfolios and presentation, students should be given the opportunity to reflect on their feedback, make necessary changes, and put finishing touches on their portfolios.

=**// Stage 5: Conferences //**=

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">It is finally game time – conference night has arrived!


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">TAG leaders need to post their schedules outside their classroom where the conference is conducted. (SLC Room Schedule)


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">The room for each conference is arranged so each conference can take place on opposite sides of the room, which ensures privacy and allows the teacher to circulate, interject themselves as needed, and answer questions for parents.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Have all paperwork needed laid out in appropriate places. See the timeline checklist.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">During the conference, have the students ask their parents to write any questions they have on an index card and to hold their questions until the end. This gives the students uninterrupted time to make their presentation.

=**// Stage 6: Post-Conference Feedback and Evaluation //**=

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">This final phase of the plan is devoted to evaluating the effectiveness of the conferences. Several steps can be done to help this process:


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;"> At the end of each conference, invite students and parents to both fill out a questionnaire/survey about their experience to leave with the teacher that night. (Parent Evaluation and Post-Conference Reflection)


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;"> The following day in school, have students fill out a more thorough self-reflection, along with a self-evaluation of their conference. These could all be included in the student’s portfolio. (Student Reflection and Student Self-Evaluation)


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">TAG leader teachers should fill out a feedback survey on the conference experience. (TAG Advisor Evaluation)


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Students should complete a written thank-you note to parents for attending the conference.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Do a follow-up questionnaire a few weeks after the conferences, asking them to compare the traditional parent-teacher interview with the student-led conference. (Parent Follow-Up Questionnaire)