This document outlines the goals and agenda for an upper elementary town hall meeting about supporting student learning at home. The goals include reflecting on the school's mission, exploring how parents can support learning, sharing hopes for students, learning about faculty initiatives, using a question formulation technique, and discussing shared goals. The school's mission is to develop well-rounded students academically, intellectually, creatively, athletically, and socially. The presentation will also cover the school's approach to accountability and assessment, which balances external standardized testing with student self-assessment and goal-setting. Last year's parent engagement focused on defining successful students, and this year will discuss how teachers create a positive learning environment and climate.

1. Upper Elementary Town Hall
School
Home
Supporting Your Children’s Learning at Home

3. GOALS FOR THIS EVENING
1. Reflection on the mission of the school
2. Exploration of our opportunities to support the
children’s learning
3. Reminder of our shared hopes for the children
4. Insight into current faculty initiatives
5. Experience of Question Formulation Technique
6. Analysis of shared goals as parents
7. Strategies for parents from parents

4. Mission

5. Our goal is to develop, in every child,
a sound mind in a sound body
governed by a compassionate heart.

6. We balance traditional and innovative
pedagogical approaches in providing
a well-rounded, challenging education.

7. We develop children's academic,
intellectual, creative, athletic,
and social potential...

8. ...through dynamic teaching
and by actively engaging them
in their own learning and growth.

10. Accountability
as
'Measurement'
Accountability
as
'Responsibility'

11. Determined
by
Teachers
Facilitated
by
Teachers

12. Identification
of
Deficits/Challenges
Identification
of
Strengths/Passions

13. Discrete
Academic
Proficiencies
Social-Emotional
Learning &
21c Skills

14. A Continuum of Assessment:
Intentional Culture

17. CTPIV-STANINES
CTPIV-SCALED SCORES
STANDARDS-BASED MATH ASSESSMENTS
BENCHMARK ASSESSMENTS – READING
FALL ASSESSMENT SCREENER
WrAP WRITING ASSESSMENT
LEVELED LITERACY INTERVENTION (LLI)
USE OF FALL ASSESSMENTS TO INFORM EARLY INSTRUCTION
DEVELOPMENT OF PERFORMANCE TASK ASSESSMENTS
WRITERS WORKSHOP RUBRICS, CONFERENCES, GOAL-SETTING
ASSESSMENT & SELF-ASSESSMENT IN EVERYDAY MATHEMATICS
ASSESSMENT OF INCLUSIVITY & MULTICULTURALISM
FOUR PILLARS OF STUDENT SELF-REFLECTION & GOAL-SETTING
STUDENT BLOGGING AND PEER FEEDBACK
REFLECTION & SELF-ASSESSMENT IN CONFERENCES & REPORTS
STUDENT AND ALUMNI SURVEYS
LE FEEDBACK MODEL & UE CLASS MEETINGS
CONFLICT RESOLUTION & RESILIENCE: 'FRIENDSHIP COACHING'
STUDENT SELF-EVALUATION PROTOCOLS IN SCIENCE
STUDENT LEADERSHIP CRITERIA & SERVICE PLATFORM
STUDENT ASSEMBLIES
Accountability as 'Measurement'
Accountability to External Criteria
Summative Assessment of Group Performance
Determined by Teachers
Identification of Deficits/Challenges
Discrete Academic Proficiencies
Standardized Testing & Benchmarks
Accountability as 'Responsibility'
Accountability to Individual & Program Goals
Formative Assessment of Individual Progress
Facilitated by Teachers
Identification of Strengths/Passions
Social-Emotional Learning & 21c Skills
Student Self-Assessment & Goal Setting

18. CTPIV-STANINES
CTPIV-SCALED SCORES
STANDARDS-BASED MATH ASSESSMENTS
Accountability as 'Measurement'
Accountability to External Criteria
Summative Assessment of Group Performance
Determined by Teachers
Identification of Deficits/Challenges
Discrete Academic Proficiencies
Standardized Testing & Benchmarks
BENCHMARK ASSESSMENTS – READING
FALL ASSESSMENT SCREENER
WrAP WRITING ASSESSMENT
LEVELED LITERACY INTERVENTION (LLI)
USE OF FALL ASSESSMENTS TO INFORM EARLY INSTRUCTION
DEVELOPMENT OF PERFORMANCE TASK ASSESSMENTS
WRITERS WORKSHOP RUBRICS, CONFERENCES, GOAL-SETTING
ASSESSMENT & SELF-ASSESSMENT IN EVERYDAY MATHEMATICS
ASSESSMENT OF INCLUSIVITY & MULTICULTURALISM
FOUR PILLARS OF STUDENT SELF-REFLECTION & GOAL-SETTING
STUDENT BLOGGING AND PEER FEEDBACK
REFLECTION & SELF-ASSESSMENT IN CONFERENCES & REPORTS
STUDENT AND ALUMNI SURVEYS
LE FEEDBACK MODEL & UE CLASS MEETINGS
CONFLICT RESOLUTION & RESILIENCE: 'FRIENDSHIP COACHING'
STUDENT SELF-EVALUATION PROTOCOLS IN SCIENCE
STUDENT LEADERSHIP CRITERIA & SERVICE PLATFORM
STUDENT ASSEMBLIES
Accountability as 'Responsibility'
Accountability to Individual & Program Goals
Formative Assessment of Individual Progress
Facilitated by Teachers
Identification of Strengths/Passions
Social-Emotional Learning & 21c Skills
Student Self-Assessment & Goal Setting

19. CTPIV-STANINES
CTPIV-SCALED SCORES
STANDARDS-BASED MATH ASSESSMENTS
BENCHMARK ASSESSMENTS – READING
FALL ASSESSMENT SCREENER
WrAP WRITING ASSESSMENT
LEVELED LITERACY INTERVENTION (LLI)
USE OF FALL ASSESSMENTS TO INFORM EARLY INSTRUCTION
DEVELOPMENT OF PERFORMANCE TASK ASSESSMENTS
WRITERS WORKSHOP RUBRICS, CONFERENCES, GOAL-SETTING
ASSESSMENT & SELF-ASSESSMENT IN EVERYDAY MATHEMATICS
ASSESSMENT OF INCLUSIVITY & MULTICULTURALISM
FOUR PILLARS OF STUDENT SELF-REFLECTION & GOAL-SETTING
STUDENT BLOGGING AND PEER FEEDBACK
Accountability as 'Measurement'
Accountability to External Criteria
Summative Assessment of Group Performance
Determined by Teachers
Identification of Deficits/Challenges
Discrete Academic Proficiencies
Standardized Testing & Benchmarks
REFLECTION & SELF-ASSESSMENT IN CONFS & REPORTS
STUDENT AND ALUMNI SURVEYS
LE FEEDBACK MODEL & UE CLASS MEETINGS
CONFLICT RESOLUTION & RESILIENCE: 'FRIENDSHIP COACHING'
STUDENT SELF-EVALUATION PROTOCOLS IN SCIENCE
STUDENT LEADERSHIP CRITERIA & SERVICE PLATFORM
STUDENT ASSEMBLIES
Accountability as 'Responsibility'
Accountability to Individual & Program Goals
Formative Assessment of Individual Progress
Facilitated by Teachers
Identification of Strengths/Passions
Social-Emotional Learning & 21c Skills
Student Self-Assessment & Goal Setting

20. CTPIV-STANINES
CTPIV-SCALED SCORES
STANDARDS-BASED MATH ASSESSMENTS
BENCHMARK ASSESSMENTS – READING
FALL ASSESSMENT SCREENER
WrAP WRITING ASSESSMENT
LEVELED LITERACY INTERVENTION (LLI)
USE OF FALL ASSESSMENTS TO INFORM EARLY INSTRUCTION
DEVELOPMENT OF PERFORMANCE TASK ASSESSMENTS
WRITERS WORKSHOP RUBRICS, CONFERENCES, GOAL-SETTING
ASSESSMENT & SELF-ASSESSMENT IN EVERYDAY MATHEMATICS
ASSESSMENT OF INCLUSIVITY & MULTICULTURALISM
FOUR PILLARS OF STUDENT SELF-REFLECTION & GOAL-SETTING
STUDENT BLOGGING AND PEER FEEDBACK
REFLECTION & SELF-ASSESSMENT IN CONFERENCES & REPORTS
STUDENT AND ALUMNI SURVEYS
Accountability as 'Measurement'
Accountability to External Criteria
Summative Assessment of Group Performance
Determined by Teachers
Identification of Deficits/Challenges
Discrete Academic Proficiencies
Standardized Testing & Benchmarks
LE FEEDBACK MODEL & UE CLASS MEETINGS
CONFLICT RESOLUTION & RESILIENCE: 'FRIENDSHIP COACHING'
STUDENT SELF-EVALUATION PROTOCOLS IN SCIENCE
STUDENT LEADERSHIP CRITERIA & SERVICE PLATFORM
STUDENT ASSEMBLIES
Accountability as 'Responsibility'
Accountability to Individual & Program Goals
Formative Assessment of Individual Progress
Facilitated by Teachers
Identification of Strengths/Passions
Social-Emotional Learning & 21c Skills
Student Self-Assessment & Goal Setting

21. CTPIV-STANINES
CTPIV-SCALED SCORES
STANDARDS-BASED MATH ASSESSMENTS
BENCHMARK ASSESSMENTS – READING
FALL ASSESSMENT SCREENER
WrAP WRITING ASSESSMENT
LEVELED LITERACY INTERVENTION (LLI)
USE OF FALL ASSESSMENTS TO INFORM EARLY INSTRUCTION
DEVELOPMENT OF PERFORMANCE TASK ASSESSMENTS
WRITERS WORKSHOP RUBRICS, CONFERENCES, GOAL-SETTING
ASSESSMENT & SELF-ASSESSMENT IN EVERYDAY MATHEMATICS
ASSESSMENT OF INCLUSIVITY & MULTICULTURALISM
FOUR PILLARS OF STUDENT SELF-REFLECTION & GOAL-SETTING
STUDENT BLOGGING AND PEER FEEDBACK
REFLECTION & SELF-ASSESSMENT IN CONFERENCES & REPORTS
STUDENT AND ALUMNI SURVEYS
LE FEEDBACK MODEL & UE CLASS MEETINGS
CONFLICT RESOLUTION & RESILIENCE: 'FRIENDSHIP COACHING'
STUDENT SELF-EVALUATION PROTOCOLS IN SCIENCE
STUDENT LEADERSHIP CRITERIA & SERVICE PLATFORM
STUDENT ASSEMBLIES
Accountability as 'Measurement'
Accountability to External Criteria
Summative Assessment of Group Performance
Determined by Teachers
Identification of Deficits/Challenges
Discrete Academic Proficiencies
Standardized Testing & Benchmarks
Accountability as 'Responsibility'
Accountability to Individual & Program Goals
Formative Assessment of Individual Progress
Facilitated by Teachers
Identification of Strengths/Passions
Social-Emotional Learning & 21c Skills
Student Self-Assessment & Goal Setting

22. Last Year’s Engagement
with
Parents, Students, and
Teachers

23. Driving Questions – Fall 2012
[ For details see: http://bit.ly/UETownHalls2012 ]

24. Driving Questions – Fall 2012
What words would describe the successful and
empowered child who will emerge from the
best school we can continue to create together?
[ For details see: http://bit.ly/UETownHalls2012 ]

26. STUDENTS DESCRIBE
SUCCESSFUL STUDENTS
Intelligent
Creative
Balanced
Humble
Kind
Flexible
Modest
Openminded
Inspiring
Honest
Curious
Optimistic
Enthusiastic Cooperative
Determined

27. TEACHERS DESCRIBE
SUCCESSFUL STUDENTS
Compassionate
Flexible
Cooperative
Happy
Courageous
Kind
Creative
Resilient
Critically thinking
Self-aware
Curious
Self-Reliant
Empathetic
Tolerant
Expressive

29. CURTIS SCHOOL GOALS FOR LEARNING FRAMEWORK

30. CREATE: To make, to design, to connect, to
perform, to solve
UNDERSTAND: To learn new ideas and
skills, their connection to our lives, and their
value to our community.
REFLECT: To explore, to examine, to
identify, and to share our ideas and actions.
TRANSMIT: To present, to share, and to
inform our learning, and to communicate
effectively.
INCLUDE: To invite and to honor a wide range
of people and points of view, and to
collaborate productively.
STRIVE: To establish goals for learning and
strategies to meet them.

31. This Year’s Engagement
with
Parents, Students, and
Teachers

32. How Might a Teacher . . .
1. CREATE an environment and climate conducive to learning?
2. UNDERSTAND and support the needs of each learner?
3. REFLECT with students on the purpose/objectives of instruction?
4. TRANSMIT new skills and understandings using a variety of instructional
strategies?
5. INCLUDE all learners as active participants in their learning and community?
6. STRIVE to balance traditional and innovative pedagogical approaches?

33. How do teachers create
an environment and climate
conducive to learning?

35. How do teachers create an environment
and climate conducive to learning?
ENVIRONMENT
SPACE
CLIMATE
RELATIONSHIPS
What have YOU noticed?

36. How can YOU help create an
environment and climate conducive to
learning?
ENVIRONMENT
SPACE
CLIMATE
RELATIONSHIPS

37. A teacher creates an environment and
climate conducive to learning.
LEARNING
SPACE
Arrangement
Use of areas
Materials
Movement
PLACES
COLLABORATIVE
RELATIONSHIPS
FACES
Protocols
Voice
Norms
Support

38. #LearningCommunity

39. This Evening’s Goals

40. THE QUESTION FORMULATION
TECHNIQUE™
www.rightquestion.org
© 2001- 2012
www.rightquestion.org

41. RULES FOR PRODUCING QUESTIONS
 Ask as many questions as you can
 Do not stop to discuss, judge or answer the questions
 Write down every question exactly as it is stated
 Change any statement into a question
www.rightquestion.org

42. RULES FOR PRODUCING QUESTIONS
 Ask as many questions as you can
 Do not stop to discuss, judge or answer the questions
 Write down every question exactly as it is stated
 Change any statement into a question
What might be difficult about following these rules?
www.rightquestion.org

43. PRODUCING THE QUESTIONS
Qfocus (A):
Qfocus (B):
I create an environment
and climate that supports
learning at home.
I strive to balance
order/structure with
independence/resilience.

1. Follow the Rules for Producing Questions.
2. Number your questions.
www.rightquestion.org


44. IMPROVING THE QUESTIONS
You might have these two kinds of questions in your list:
• Closed-ended questions – they can be answered with
“yes” or “no” or with one word.
• Open-ended questions – they require an explanation
and cannot be answered with yes” or “no” or with one
word.
www.rightquestion.org

45. IMPROVE YOUR QUESTIONS
Identify closed and open-ended questions.
1. Mark the closed ended questions with a C and the openended questions with an O.
www.rightquestion.org

46. IMPROVE YOUR QUESTIONS
2. Name advantages of asking closed-ended questions.
www.rightquestion.org

47. IMPROVE YOUR QUESTIONS
2. Name disadvantages of asking closed-ended questions.
www.rightquestion.org

48. IMPROVE YOUR QUESTIONS
2. Name advantages of asking open-ended questions.
www.rightquestion.org

49. IMPROVE YOUR QUESTIONS
2. Name disadvantages of asking open-ended questions.
www.rightquestion.org

50. IMPROVE YOUR QUESTIONS
3. Review your list of questions and change one closed-ended
question into an open-ended.
Then, change one open-ended question into a closed-ended
one.
www.rightquestion.org

51. PRIORITIZE YOUR QUESTIONS
Choose the two most important questions from your list.
Keep in mind the QFocus.
Mark each priority question with an “X”
Qfocus (A):
Qfocus (B):
I create an environment
and climate that supports
learning at home.
I strive to balance
order/structure with
independence/resilience.
www.rightquestion.org

52. SHARE YOUR QUESTIONS
Please share:
• the questions you changed from closed to open-ended
and from open-ended to closed. Read each question
as originally written and how it was changed,
•
your two priority questions,
•
your rationale for selecting those three.
www.rightquestion.org

53. NEXT STEPS
1. How are you going to use your two priority questions?
www.rightquestion.org

54. REFLECTION
1. What did you learn?
2. What value does it have?
www.rightquestion.org

55. Next Steps

56. 1. Exploring your driving questions
(2 x 7min)
Reflect on the reasons you chose these driving
questions.
What are some of the opportunities or
obstacles?
Name important core principles or criteria that
should inform parents’ choices at home.

57. 2. From ideas to examples
(10 min)
Based on this discussion, look back at your
group’s QFocus.
What does supporting your child’s learning at
home ‘look like’? What have you done that has
been successful? What could you do?
Name concrete solutions/strategies for other
families to consider.

58. 3. Report back
(10 min)
Please share (1-2 min each) highlights of your
group’s conclusions.