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									Student Led Conferences

 Izabela Lapinski
 Jim Sparks
 David Zirkle
 Michael Guy
 Voyager Middle School
            Our Program
 This is a first year of
  implementing the
  Student Led Conferences
  in all grades at Voyager
  Middle School
 Our program differ a little
  from grade to grade and
  from team to team but
  the main idea is the same
 “empowering students
  participations as a
  natural extension of
  learning”
Types of SLC at our School
 At the beginning of
  October we will hold a
  “Goal
  setting/intervention
  SLC”
 At the end of April we
  will hold “SLC Based
  on Portfolios”
 In the middle of June
  we will hold “Showcase
  SLC”
    Why Student-Led Conferences?
   Allows students to
    participate in authentic
    and real-world tasks
   Encourages positive
    parental involvement
    and support with their
    child and with school
   Encourages students to
    take responsibility for
    their learning
   Gives students practice
    preparing a portfolio, as
    well as developing and
    delivering a presentation
Goal setting/intervention SLC
   Setting long or short term
    achievement goals based on
    student achievement and
    assessment for learning
   Setting the intervention
    plan based on parent,
    student and teacher
    involvement
   Participants are the
    parent/guardian and
    student. All SLC are
    happening at the same
    time.



   Form#1
   forms- student –parent-teacher
SLC based on portfolios
 Growth portfolios
 Demonstration of growth which
  shows improvement on one or
  more learning targets
 Demonstration of competence
  and evidence of setting and
  meeting goals
 Participants of this conference
  are students who lead the
  conference, parent(s) and any
  teacher who facilitates one
  conference at the time
   Evaluation- student-parent-teacher
        Portfolios and Student-Led
                Conferences
 Portfolios            Student-led
   Represent a          conferences
     student’s              Students develop
     work                    a plan for the
   Compiled                 conference based
     from work               on their own
                             assessment of
     in all
                             their progress
     subjects
     areas                  Student
                             reflections form
   Include                  the basis of the
     student                 conference
     reflections            Students execute
     on each unit            the conference
     strand and              without direction
     their                   from the teacher
     learning
      Collecting Student Work
 Throughout the first
  half of the year,
  students store their
  work products in the
  classroom.
 Storage within the
  classroom may
  includes but is not
  limited to folders,
  pouches and crates.
           Preparing the Portfolio
   Students examine their
    work from every class
    and select pieces the
    represent a range of
    performances
   Students write written
    reflections on each
    unit/strand that they
    have learned
   Teacher work with
    students closely during
    this process
   Teachers/Students send
    home letters inviting
    their parents/guardians
    to attend portfolio
    presentation
Preparing for Portfolio Presentation
   Work folders are
    organized by subject into
    the student presentation
    binder
   Three weeks before SLC,
    each subject teacher
    spends time with the
    students to help them
    organize their portfolios
   Developing a Conference Plan
  Once the portfolio is
  assembled and the
  reflections are done,
  students develop an
  agenda for the
  conference and
  organize the SLC
  presentation
  according to the
  agenda



Form#2
Showcase-SLC
 Celebration of learning
 Review of student’s best
  work
 Student presents the work (
  usually e-folio), parent listen
  and ask questions and/or
  give the feedback; teacher
  facilitate the process



   Evaluation- student- parent-teacher
       Celebrate Learning


 Focus on what students are good at
  and things they can be proud of
 Find ways to make all students
  successful in some way
 Help students celebrate and capitalize
  on their strengths
 Create a non-threatening environment
  for students to self-assess areas for
  personal improvement
Components of the conference
 Sound assessment
 -based on formative and
   summative assessment
 Clarity of Purpose
 -provide clear information
   that will be used to set
   the goal and plan of
   intervention
 Careful preparation
 -selection of assessment
 -agenda
 -role play
 Effective follow-up
 -for all participants
Student’s Role
  Depends on the types of
   the conference
-strengths-goals-intervention
   plan
- collect evidence of learning
   for the portfolio
- collect the examples of the
   success for the showcase
-reflection
-develop the agenda and
   invitation letter to the
   parents
-role play the conference
-Follow-up letter and
   reflection
Parent’s Responsibility
 Attendance on each part of
  the SLC
 View and feedback on
  student’s work
 Communication regularly
  about student learning at
  home
 Following up on intervention
  plan
 Listen and support student’s
  presentation
 Follow-up reflection
Teacher responsibility
 Help student organize each type
  of SLC
 Facilitate each conference
 Ensure preparation by students
  and parents
 Assist students with the
  collection of assessment,
  evidence of work and simples for
  the showcase
 Make sure the follow up
  conference with the students
  happens soon after the real SLC
Classrooms preparation for SLC
   Teachers begin the year
    with portfolios in mind
   Classroom activities are
    geared toward the
    development of
    meaningful learning
    products and meeting
    the standards
   Students are asked to
    set goals and reflect on
    their learning
    throughout the year
    Student Developed Rubrics
       Focusing on Quality

 The Students:
   Assess existing
    work and
    identify
    strengths and
    weaknesses
   Identify
    standards and
    criteria for
    quality
      Developing the Rubric

 Following the
  development of
  standards and
  criteria, students
  create a scale
  against which
  the product can
  be measured
          Finishing the Project
 Students self assess their
  work according to the
  class developed rubric
 I assess the work
  according to the same
  rubric.
 My grade is binding, but
  I consider their
  assessment and
  comments
 Poster and assessments
  can then be placed in the
  portfolio
     Collect Parent and Student
              Feedback
 How did parents,
  students, and case
  manager feel about
  the process?
   Students and
    Parents complete
    feedback surveys
    immediately
    following the
    conference
   Thank You and Good Luck!


 Jim Sparks –
  SparksJW@mukilteo.wednet.edu
 David Zircle
  ZircleDM@mukilteo.wednet.edu
 Michael Guy-
   GuyMA@mukilteo.wednet.edu
 Izabela Lapinski
  Lapinskiij@mukilteo.wednet.edu

								
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