Conferences can be used to provide feedback, set goals, and evaluate student progress. There are several types of conferences: Feedback conferences provide insight to students and allow them to self-assess. Goal-setting conferences involve clarifying learning targets, assessing current status, setting goals, and making plans. Progress conferences focus on a student's growth over time using before-and-after evidence. Showcase conferences demonstrate students' competency and mastery of skills to an audience. Intervention conferences address areas of concern and determine solutions when a student is struggling.

1. Conferences About
and with Students
Chapter 12
Ben Sosebee & Kathleen Burns

2. • Conferences can be used as an assessment for and
of learning.
• Formative conferences are mean to give/receive
feedback, help formulate goals & creating an
individualized plan for their education.
• Summative conference’s purpose is to share the
students current status on learning that has already
occurred.
• Summative informs; Formative takes action
Conferences About and
with Students

3. Figure 12.2 – combinations of conference options to
meeting different learning needs
Purpose
Topic
Focus
Participants
Feedback
•
Strengths & areas of
improvement
•
Single work/sample
•
•
•
•
Pairs of students
Small group
Student/Teacher
Student/Parent
Goal Setting
•
Long or short term
achievement
•
•
Single work/sample
Growth portfolio
•
•
•
Student/Parent
Pairs of students
Student/Teacher
Progress
•
•
Growth over time
Level of achievement
•
2 or more samples (before
& after)
Growth, project, or
achievement portfolio
Grade reports
Teacher/Student maintained
records
•
Student, Teacher, &
Parent
Student/Teacher
2 or more students
Competence or project
portfolio
•
•
•
•
Showcase
•
Demonstrating competency or
mastery of learning targets
•
•
•
•
Intervention
Area of concern
•
Evidence illustrating
problems/issues
•
•
•
Student, Teacher, &
Parent
Maybe include
community leaders
Teacher/Parents
Student/Teacher
Student, Teacher, &
Parent

4. • 1st Purpose is to provide insight to continue to improve
work.
• 2nd to model appropriate thinking for self assessment
• Involves student & responder – one goal is for the
students to provide useful insight when given a peers
anonymous work sample.
• Usually conducted at school, could be done with parents
at home.
• If structured correctly students can conference with each
other or be given the choice of a peer or their teacher.
The Feedback Conference

5. • Make sure students
understand learning
targets
• Give students practice
with learning targets
• Ask students to think
about strengths and
weaknesses in
preparation for feedback
(the book provides a form
for this Figure 12.3
p.389)
The Feedback Conference- Key to Success

6. • The most time saving tip is to allow
students to provide feedback to each
other – teachers role is to manage
• Many times one on one conferences
become teaching sessions rather than
conferences
• Make notes on the topics students need re
teacher and do this in a small group rather
than one on one tutorial
The Feedback ConferenceAddressing the Time Issue

7. • Purpose – to guide students the
next steps in their learning
• Formal or Informal
• Done at home or in the
classroom
• Goal setting can be a part of
other conferences
• Not every student needs one on
one to create meaningful goals
• Many students require a model
of how to create learning goals
The Goal- Setting Conference

8. During the conference the teacher/student should take the
following steps:
1. Clarify the Learning
Target
• Ask students to explain the
learning target they are
working towards. Prompting
in question form if needed
2. Clarify Current Status
• Review pieced of work with
student – ask students to
identify specific strengths
and areas of improvement
3. State the Learning
Target as a Goal
• Here determine if students
need to work on the whole
target or just parts.
4. Make a Plan
• What actions will be done to
reach these goals? (reviewing
material, reworking a
product, or creating a time
frame for accomplishing the
goal)
The Goal- Setting Conference key to success

9. Selecting a Plan of
Action
- Once students identify what
is needed to be done they
require guidance on how to
get there.
- This is not what should be
done but beyond that – be
specific.
Identify Assistance
-All students need assistance,
it should be identified when
goals are made.
-Teaching students available
resources allows students to
fins their own solutions
without teacher help.
Collecting “Before” &
“After” Evidence
-Allows to see progress
-tangible, hard evidence
of progress
-Creates accountability
- Produces evidence
Determining Time
Frame
- Ask students to set their own
time limits.
- Help them make a realistic
plan & get motivated.
Ensuring Student
Ownership
-Let student talk/puzzle
through the steps
- Allow students to know
what they are doing,
where they are, &
opinions of closing the
gaps
The Goal- Setting Conference

10. THE PROGRESS CONFERENCE

11. • Focuses on growth over time.
• Focuses on level of achievement.
• Can be conducted before, during, or after school, or even
at home.
• Can include all parties.
• Can be conducted with student and others without teacher
present.
• Can be used for before and after evidence.
Progress Conference

12. •
•
•
•
Work great for those struggling students.
Easiest conferences to conduct.
Can take place with parents, student, and teacher in room.
Can also take place: with adult at home, another student
in class, or with teacher at school.
• Project or growth portfolio work well to ground the
discussion with evidence.
Focusing on Growth

13. •
•
•
•
•
Focuses on student’s current level of production.
Usually scheduled at the end of a grading period.
Can take place with just parent or with student involved.
Can take place anytime a student requests.
Growth Projects or Achievement Portfolios
Focusing on Achievement
Status

14. • Can vary depending on topics and information needs.
• Can be two-way or three-way conferences.
• Two-way: Student meets with another student, teacher, a
parent, or other important adults.
• Three-way: Student meets with teacher, parent, or other
significant adults (usually includes parent, student and
teacher).
Identifying Participants

15. • Help students prepare
artifacts for proof of
growth.
• Before and After
• Use forms to help
student determine
where they are now
and need to be in
future. (Figure 12.4)
Teacher Role

16. • Set an agenda for
conference planned by
teacher and student.
• Let parent know ahead
of time what to expect.
• Send home work
samples.
• Allow parents option of
an additional meeting
without student present.
Preparing Parents or
Adults

17. • You can schedule more of these in one day.
• Students should facilitate meeting.
• Student explains standards, learning targets, their current
progress, and future expectations.
• Teacher is there for support.
Two-way Conference

18. • Much like the two-way conference except the teacher is
involved.
• Can usually on have one or two per day.
• Teacher is more involved with comments and support for
student.
Three-way Conference

19. • It is important to find out how the meeting went with all
parties.
• Provide parents and all parties an opportunity to provide
feedback.
• Form on page 397, figure 12.5
Follow Up

20. The Showcase
Conference

21. • Used to show the celebration portfolio for ch. 11
• Can include parents, students, teachers, and other
community members.
• Take place at school.
• Used to show competency and mastery of skills.

22. • Students should
understand learning
targets.
• Use work samples to
show mastery.
• Guide them with key
responses to support their
work samples or claims.
• Give students time to
rehearse.
Preparing Students

23. • Students:
•
•
•
•
Share agenda
Explain learning targets
Show work samples
Answers questions
• Participants:
• Sit and listen
• Ask questions
• Make comments
• Teacher:
• Clarify for both sides
• Facilitate
Conducting a Showcase
Conference

24. • Much like in the other conferences, allow for a follow up
time period after the conference.
• Gives parents and students a form to provide feedback.
Followup

25. •
•
•
•
Done when student is having difficulty.
Can deal with behavior or work habits.
Meet with parents, student, teachers, and other specialist.
Can determine why student is performing above or below
standards.
• Must have clear learning targets already in place, with
clear data to support advice.
Intervention Conference