CAN WE talk Quotablefamilyengagement.weebly.com/uploads/3/6/4/3/3643411/student-led... · CAN WE? student-led conferences talk Family Engagement & Student-Led Conferences When parents

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student-led conferencestalk

Professional Development for the Transition

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Table of Contents

“Student-led parent conferences create an ambience in which positiveattitudes flourish, thereby enhancing

communication across all stakeholders,diffusing parent-teacher conflicts, andhelping to foster a caring community,”

excerpted from The School Community Journal article, “Student Led Parent Conferences in Middle Schools” by

Cheri Tuinstra and Diana Hiatt Michael

IntroductionCan We Talk Family Engagement and Student-Led Conferences Benefits of Student-Led Conferences Study in Middle Schools

Professional Development GuideELEMENTARYSECONDARYConclusion

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Introduction

What Is a Student-Led Conference?

Transitioning to Student-Led Conferences

“Can every conference be led by the students? My child felt he belonged and

we weren’t talking through him,” - Parent Post Student-Led Conference survey response

Empowering students to take a more focal part in delivering information about their achievements to their parents during conferences has benefits beyond them gaining greater self-esteem and confidence in their presentation skills. Some of the benefits of Student-Led Conferences include:

Students take ownership and feel more accountable for their academic performanceStudents are more motivated to learn, which results in boosts to state assessment scores and decreases in discipline problemsParents feel a greater sense of partnership with schools Parents attend conferences at a higher rateTeachers report an overall more meaningful conference experience.

This conference format allows students to talk about their school work, describe their goals and discuss their plans for reaching their goals with their parents.

Teachers facilitate the conversation by guiding students to expound upon certain points or to invite their parents to offer feedback.

There is no one perfect way to implement this conference format. Schools that commit to implementing Student-Led Conferences will need to set realistic goals and expectations.

Additionally, leadership at these schools will need to devote professional development time to teaching the concepts behind this conference format to prepare teachers, students and par-ents. Genuine staff buy-in is critical in making this conference format successful.

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Family Engagement &Student-Led Conferences

When parents are involved in their children’s education, children do better in school, accord-ing to the National Coalition for Parent Involvement in Education. Parent-Teacher Conferences offer one of the most recognizable opportunities to build rapport with families while also discussing individual student achievement.

Beyond discussing individual student achievement, conferences encourage two-way commu-nication between home and school. This helps teachers to create partnerships with parents, equipping them with strategies to help extend their child’s learning beyond the classroom.

Many of these benefits are further enhanced within a Student-Led Conference setting, where student work is displayed in relation to standards in classes, goals are created with guardians as well as teachers, and families are able to observe progress over the course of the year (through portfolios).

When schools view parents and families as partners, they create a learning environment reflective of “Open-Door” or “Partnership” schools, as cited in “Beyond the Bake Sale: The Essential Guide to Family-School Partnerships,” by Harvard researcher Karen Mapp. These schools that succeed in partnering with families share a similar culture where people do “whatever it takes to work closely together to make sure every single student succeeds.”

“Raising Test Scores Using Parent Involvement,” by William L. Callison

“Beyond the Bake Sale: The Essential Guide to Family-School Partnerships” by Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson and Don Davies

Additional Resources:

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Benefits ofStudent-Led Conferencestalktalk??

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The School Community Journal captured results from a four-state study involving more than 500 middle school students. Since implementing Student-Led Conferences, all schools report: Higher scores on state tests in reading and math

A signi�cant decline in discipline problems

Teachers plan lessons with more intent

100% teacher buy-in. No teacher voiced a desire to return to the traditional parent-teacher conference format

Parent participation in conferences at a minimum of 92 percent

More than 90 percent of students set goals for their work; of these, 49 percent indicated they have always done this and 43 percent indicated they do this because they par-ticipated in Student-Led Conferences

Student work is more focused and students have been more academically successful,

The study can be found at www.eric.ed.gov, an online digital library of education and research information that is sponsored by the Institute of Education Sciences of the United States Department of Education.

“To use student-led conferences effectively, students must be able to tell a story about themselves as learners,”

– paraphrased from “Student-Led Portfolio Conferences” by F. Leon Paulson

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Quotable / Table of Contents

IntroductionCan We Talk Family Engagement and Student-Led Conferences Benefits of Student-Led Conferences Study in Middle Schools

Professional Development GuideELEMENTARYSECONDARYConclusion

Resource disc

The Transition to Student-Led

“The student-led conferences were very powerful. The difference was that parents were able to see how their child is doing rather than being told. This type of conference seemed to

bring everyone together (student, parent, teacher) as a team rather than

an ‘us’ and ‘them’ scenario,”

– 2nd grade teacher post Student-Led Conference survey response

Grade Level

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Elementary Level Transitions toStudent-Led Conferences

Elementary Implementationtalktalk??CAN WECAN WE

In this section participants will: Assess school readiness to transition to Student-Led ConferencesDetermine a timeline for transitionDetermine interest in piloting Student-Led Conferences for local study

Elementary schools have a distinct advantage when it comes to Parent-Teacher Conferences compared with other levels: 100 percent attendance. Because many set the expectation of having 100 percent attendance, the transition to Student-Led Conferences means more par-ents will be able to experience and offer their feedback on the format change, which, in turn, could help schools more confidently customize their Student-Led Conference formats.

One major challenge at this level, however, is rolling out equally engaging Student-Led formats for Pre-K through 1st grades where children may struggle to add meaning-ful dialogue to the conference compared with their upper-level counterparts.

Sample information from this section is based on Adams Elementary School’s Student-Led Conference plan. Adams’ Principal, Kimberly Jackson, led the transition effort. Adams’ plan featured 30-minute conferences.

During half of the scheduled conference time, students completed short academic exercises in three learning centers with their parents. Upon completion, the student led discussion about their academic and behavior goals with teachers facilitating the discussion. Teachers then asked parents to discuss their observations from the learning centers and any other mat-ters of interest or concern at the end of the conference. Parents received take-home materi-als to support their children’s learning, and participated in a pos t-conference survey. The results, Jackson said, were overwhelmingly positive for parents and teachers.

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Transition to Student-Led ConferencesElementary School Level

Assessing school readiness to transition

Educating and assessing school readiness to transition

Description: Planning meetingIntended Audience: Principals, Leadership and/or Family Engagement teamsEstimated Time: 45-60 minutesMaterials Needed:

Chart paperWriting instrumentsForm 1 Can We Talk? SLC PowerPointForm 2 Needs AssessmentForm 4 Phase Chart

1. Review Can We Talk? SLC PowerPoint.2. Complete Needs Assessment individually. 3. Share out and discuss results. 4. Review Phase Chart. 5. Discuss your school’s preferred phase designation based on the assessment results. 6. Discuss what components of the preferred designation would be priorities. 7. Chart responses.

Description: Professional developmentIntended Audience: Grade-level teamsEstimated Time: 30-45 minutesMaterials Needed:

Chart paperWriting instrumentsForm 1 Can We Talk? SLC PowerPoint Form 13-16 Sample Teacher Packet - ElementaryForm 3 Assessing Current Practices Worksheet Form 2 Needs AssessmentForm 4 Phase Chart Form 9 Reflection

1. Present Can We Talk? SLC PowerPoint. Refer to sample teacher packet if needed for additional information.2. Have participants individually complete the Assessing Current Practices Worksheet.3. Share out and discuss/answer questions.4. Complete Needs Assessment individually. 5. Share out and discuss results individually or in small groups. 6. Review Phase Chart. 7. Discuss thoughts about your school’s preferred phase designation based on the assessment results. 8. Chart responses to share with leadership team.9. Complete Reflection Form.

Adjust discussion time limits and group numbers as needed if presenting for total staff.

Intended for Principals, Leadership, and/or Family Engagement teams


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Determining a transition timeline

Educating staff about the transition timeline

Description: Planning meetingIntended Audience: Principals, Leadership and/or Family Engagement teamsEstimated Time: 30-45 minutes for discussionMaterials Needed:

Form 25 Implementation Timeline Template

1. Customize the Implementation Timeline Template for your own school based on your discussion.2. Determine plan to share timeline with staff.

Description: Professional developmentIntended Audience: Grade-level teamsEstimated Time: 20 minutesMaterials Needed:

Completed Implementation Timeline TemplateForm 13-16 Sample Teacher Packet ElementaryForm 11 Task List Form 9 Reflection

1. Review completed Implementation Timeline Template. 2. Discuss questions or concerns.3. Review sample teacher and student scripts, located in the Sample Teacher Packet. 4. Distribute Task List.5. Complete Reflection Forms.

“Students possess the relevant information concerning his or her academic progress. Therefore, it is logical to invite the student not

only to attend but also to lead the conference discussion,” - Donald G. Hackmann

For Principals, Leadership and/or Family Engagement teams

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Determining readiness to pilot Student-Led Conferences

Gauging staff readiness to pilot Student-Led Conferences

Description: Planning meetingIntended Audience: Principals, Leadership and/or Family Engagement teamsEstimated Time: 30 minutes for discussionMaterials Needed:

Completed Needs AssessmentForm 1 Can We Talk? SLC PowerPoint (optional if shown before)Form 5 Pilot Site Criteria ChecklistForm 6 Pilot Site Application

1. Show Can We Talk? PowerPoint.2. Complete Pilot Site Criteria Checklist.3. Compare results with completed Needs Assessment.4. Discuss whether to proceed or not with requesting consideration to become a pilot site.5. Complete Pilot Site Application per instructions if appropriate.

Description: MeetingIntended Audience: Grade-level teams or total staffEstimated Time: 15-20 minutesMaterials Needed:

Completed Needs AssessmentForm 1 Can We Talk? SLC PowerPoint (optional if shown before)Form 5 Pilot Site Criteria ChecklistForm 6 Pilot Site Application

1. Show Can We Talk? PowerPoint.2. Complete Pilot Site Criteria Checklist.3. Compare results with completed Needs Assessment.4. Discuss whether to proceed or not with requesting consideration to become a pilot site by table groups.5. Share out and discussion.6. Follow instructions for Pilot Site Application per instructions if appropriate.

Adjust discussion time limits and group numbers as needed if presenting for total staff.

“Two areas of persistence (in preparation for Student-Led Conferences) are (a) streamlining paperwork and (b) �nding adequate preparation time,”

- Tuinstra, Hiatt-Michael


For grade-level teams or total staff

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Secondary Level Transitions toStudent-Led Conferences

Secondary Implementationtalktalk??CAN WECAN WE

In this section participants will: Assess school readiness to transition to Student-LedDetermine a timeline for transitionCreate a student portfolio planDetermine interest in piloting Student -Led Conferences for local study

At the secondary level some barriers to parental involvement in school may include: adolescents’ growing sense of independence, a more complicated school structure and some teachers’ perceptions that parents no longer care. Still, teachers are key when it comes to communicating with parents how to best support their children’s academic progress. As author Dorothy Rich writes, “a parent-teacher conference is one of the best ways to fulfill the adult needs of information, for reassurance and for practical advice…”

Despite the challenges, Marshall Middle School imple-mented Student-Led Conference formats which we’ll explore in this section. At Marshall, teachers imple-mented Student-Led Conferences to see students take more ownership of their learning, as well as to offer a different perspective of student progress to parents.

Over the course of two months, teachers were trained on how to prepare students for their presentations, how to organize portfolios and how to schedule con-ference times. During two conference days, students welcomed their families to conferences and reviewed their portfolios together in the gym before going to review their work with a mentor teacher.

Overall responses to the conferences were positive - both by staff (89% felt that the experi-ence was good for their students and 89% would like to do Student-Led Conferences again) and families (81% ranked the experience as an “8” or greater on a scale of 1-10). In addition, attendance at spring conferences was up from fall conference attendance. While there were logistical details to improve upon, including further training to help the transition, the overall experience was very good among those who reported.

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Transition to Student-Led ConferencesSecondary Level

Assessing school readiness to transition

Follow-up meeting to assess school readiness to transition


Chart paperWriting instrumentsForm 1 Can We Talk? SLC PowerPointForm 2 Needs AssessmentForm 4 Phase Chart

1. Show Can We Talk? SLC PowerPoint. 2. Identify two or three desired results related to the SLC transition. 3. Chart responses. Keep for follow-up meeting.4. Distribute and individually complete the Needs Assessment.5. Share out results. Discuss where your school falls on the Phase Chart. 6. Set a follow-up meeting time.


Results chart (scribed from previous meeting)Chart PaperWriting instrumentsCompleted Needs Assessment (for reference)Form 17 Planning WorksheetSample Teacher Packet (Form 19 for middle; Form 23 for high)Form 4 Phase ChartForm 8 - Student-Led Conference Research Summaries

1. Prioritize the top three desired results related to your transition to Student-Led Conferences.2. Review sample teacher packets and corresponding research articles as needed.3. Select options/tools that work best for your school.4. Complete Planning Worksheet referring to prioritized goals, completed Needs Assessments and the Phase Chart. Note: the worksheet will assist your team in delegating roles and establishing an implementation calendar.5. Determine how information from the planning session should be communicated with staff.6. Set a timeline for follow-up meetings and the collection of resources for staff implementation.



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Educating Staff about transition to Student-Led

Description: Professional DevelopmentIntended Audience: Grade-level teams Estimated Time: 30-45 minutesMaterials Needed:

Completed Planning WorksheetWriting instrumentsChart PaperForm 1 Can We Talk? SLC PowerPoint (if not previously shown)Forms 19 and 30 Middle School or 23 and 24 High School, Role-play ScriptForm 9 Reflection

1. Review Can We Talk? SLC PowerPoint or review your school’s Leadership Team’s completed Planning Worksheet. 2. Address questions or concerns or instruct staff to write questions on chart paper at their tables.3. Role play a conference for staff with prepared individuals representing parent, teacher and student. Note: Please provide a sample portfolio with each table group so that participants can observe what student work can be included and the teacher commentaries attached to them.4. Ask tables to review previously recorded questions. Questions that were not answered earlier or through the role-playing can then be addressed by the Leadership Team or grade- level representatives who were involved in the planning process.5. Complete and collect Reflection Forms.

“Sta� development today must be done in light of ‘building capacity,’ a term con-noting that the new structures will be rooted in the organization and will not

disappear when an individual leaves or when the budget is reduced. Senge (2000) notes that people only sustain interest if they choose to make a commitment on their own, through a nudge here, an inspiration there, and the provision of a role

model. Again, the importance of strong school leaders is imperative,“- Cheri Tuinstra and Diana Hiatt-Michael

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Creating a student portfolio plan

Educating teachers about portfolio creation

Description: Planning MeetingIntended Audience: Grade team leadersEstimated Time: 30-45 minutesMaterials Needed:

Writing instruments and highlightersCompleted Planning WorksheetForm 7 Portfolio Information HandoutForm 11 Task List

1. Distribute Portfolio Information Handout for reading; highlight important passages.2. Discuss highlighted passages.3. Review completed Planning Worksheet’s portfolio section.4. Complete Task List with assignments related to portfolio assembly and collection. 5. Set a follow-up meeting time to review progress or adjust plan as needed.

Description: Professional developmentIntended Audience: Grade-level teamsEstimated Time: 30 minutesMaterials Needed:

Portfolios (whether construction paper, manila folder, etc.)Form 30 Portfolio PlannerForm 26 Sample Student PortfolioForm 9 Reflection

1. Review Portfolio information on Planning worksheet, which includes instructions for creation and collection of non-negotiable content and student sample work.2. Discuss any questions or concerns.3. Distribute portfolios.4. Distribute/collect Reflection Form.5. Adjust discussion time if performing for total staff.

“Freed from the burden of leading multiple parent-teacher conferences, teachers can now enjoy the positive atmosphere created

by the student-led conference model. Teachers also report more supportive communications when

they contact parents throughout the year,” - Donald G. Hackmann

For grade-level teams

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Determining readiness to pilot Student-Led Conferences

Gauging staff readiness to pilot Student-Led Conferences for study

Description: Planning meetingIntended Audience: Principals, Leadership and/or Family Engagement teamsEstimated Time: 30 minutes for discussionMaterials Needed:

Completed Needs Assessment SurveyForm 1 Can We Talk? SLC PowerPoint (optional if shown before)Form 5 Pilot Site Criteria ChecklistForm 6 Pilot Site Application

1. Complete Pilot Site Criteria Checklist.2. Compare results with completed Needs Assessment worksheet.3. Review Pilot Site Criteria Checklist and discuss whether to proceed or not with requesting consideration to become a pilot site.4. Complete Pilot Site Application if appropriate.

Description: MeetingIntended audience: Grade-level teams or total staffEstimated Time: 15-20 minutesMaterials Needed:

Completed Needs Assessment Survey Chart Paper with grade-level or total staff feedbackWriting instrumentsForm 1 Can We Talk? SLC PowerPoint (optional if shown before)Form 5 Pilot Site Criteria Checklist

1. Complete Pilot Site Criteria Checklist.2. Compare results with completed Needs Assessment worksheet.3. Review Pilot Site Criteria Checklist.4. Discuss whether or not to proceed with pilot site application. 5. Chart responses to share with Leadership Team. Keep for follow-up planning meeting.6. Adjust discussion time limits and group numbers as needed if presenting for total staff.

“To communicate information to the parents about the new conference format, the team composed a letter, which the students brought home. The school newsletter

also featured an article describing the student-led format. Many parents were impressed with their conference invitation, handwritten and delivered by their child,”

- Countryman & Schroeder

For grade-level teams or total staff


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student-led conferencestalk Elementary

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student-led conferencestalk Secondary

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student-led conferencestalk Conclusion

About the Parent and Community Connection

316-973-5104

The Parent and Community Connection Team strategi-cally works to present research-based Family Engage-ment practices in schools across the district. Our vision stems from research that proves when families are involved in students’ education, students achieve more. We’re working in tangent with school administrators, educators, families and community members to share and embed this vision across the district. Reach us at:

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student-led conferencestalk Disc

Form #

ALL LEVELS ELEMENTARY

Form Name Form # Form Name

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Can We Talk SLC PowerPointNeeds AssessmentAssessing Current Practices WorksheetPhase ChartPilot Site Criteria ChecklistPilot Site ApplicationPortfolio Information HandoutStudent-Led Research SummariesStaff ReflectionThank You CardsTask List

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Elementary Planning WorksheetElementary Sample Teacher Packet

HIGH SCHOOL

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Secondary Planning WorksheetHigh School Sample Teacher Packet

MIDDLE SCHOOL

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Secondary Planning WorksheetMiddle School Sample Teacher PacketAmerica’s Choice Handout

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