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Student-Led Conference/Student Portfolios

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Diana Kloskowski

on 11 December 2015

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Transcript of Student-Led Conference/Student Portfolios

Phase 1: Preparation
Student-Led Conference
Growing Parent Involvement
and Student Accountability

Phase 3: Evaluation
Parents and students are invited to complete a 10-12 question computerized survey using surveymonkey.com

Parents and students provide feedback on the conference process; reflect on the students’ performance, and learning taking place during the marking period.

Teachers analyze survey data in order to make changes for the next conference cycle to meet need of parents and students.
Student Portfolios
Introduction & Purpose
Results of
Phase 2:Conferences
Putting it all Together
A student portfolio is a systematic collection of work that demonstrates a students’ activities, accomplishments, and achievements in academic areas. The portfolio includes evidence of student reflection and self-evaluation (Dotson, 2019). The goal of student portfolios is to display students’ talents and areas for improvement and illustrate academic achievement over time for the student, parents, and teachers
Student led conferences is the forum in which students communicate with parents and teachers concerning their educational experiences, needs, and achievements (Juniewicz, 2003).
Students organize completed work and reflections into student portfolio by subject.

Students identify strengths, weaknesses, and set goals and create a plan to meet goals.

Student's role-play; receive feedback from peers and teacher. Feedback is applied to refine conference script.
Each grade level homeroom is set up so two conferences can take place at a time
Conferences are scheduled to last 15-20 minutes each.
Students communicate with parents and teachers concerning their educational experiences, needs, and achievements.

Additional resources or support is identified to encourage student academic progress.
A study done in 1996 at Gustine Middle School, in Gustine, California implemented student led conferences for the first time among the 7th grade in order to address concerns pertaining to decrease in parent attendance and student indifference.

After the first student led conference 80% of families attended in the fall.

In the Spring Gustine Middle School returned to the traditional parent-teacher format. The parent attendance rates for the second series of conferences at the 7th grade level was only 15% attendance.

The success of the student-led at the 7th grade level prompted expansion of the program to the 6th and 8th grade during the next school year.

Hackman (1996) Concluded that student led conferences generate higher parent attendance rates than traditional parent-teacher conferences

Parent-child discussion about school helps improve academic achievement and reduce problematic behavior (Epstein & Sheldon, 2002)
Borda, J. A. & Olvera, C. M. (2001). Student-Led Parent Teacher Conferences. Clearing House, 74(6),333.

Blanchard, P. & Hersey, P. (1996). The Situational Leadership Model. Retrieved from http://greeks.cofc.edu/documents/The%20Situational%20Leadership%20Model.pdf

Desimone, L. (1999). Linking Parent Involvement with student acheivemnt: Do Race and Income Matter? The Journal of Educational Research, 93, 11-30.

Dotson, R. K. & Henderson, M. (2009). Using Student Portfolios to Guide Instruction. Illinois Reading Council Journal. 37 (4), 14-19.

Epstein J. L., & Sheldon, S. B. (2002). Present and Accounted For: Improving Student Attendance through Family and Community Involvement. The Journal of Education Research, 95, 308-318.

Juniewicz, K. (2003). Student Portfolios with a Purpose. Clearing House, 77 (2), 73-77.

Little, A. W., and J. Allan, (1989). Student Led Parent -Teacher Conferences. Elementary School Guidance and Counseling 23(3): 210-18.

Klein, J. (Creator), NYC Outward Bound Schools. (Poster), (2011, Sept.). Student -Led Conferences at Washington Height Expeditionary Learning School [Video]. Retrieved from http:www.youtube.com/watch?v=hQdlj74Qk70

McFeeters, B. B. (2008). The Achievement Gap. Research Starters Education, 1-17.

Miller, S. E. 1995. Student led conferences: 1995-97 S.T.A.R.S. middle school version. Workshop packet. Southridge Middle School.

Neill, M. (2009). "A Child Is Not a Test Score: Assessment as a Civil Rights Issue, Root and Branch”. 2(2)28

Roshausensr. G. L. (2001). The Portfolio: A Practical Student Assessment. Montessori Life, 12 (3), 35-36

Sui –Chu, E.S., & Willms. J.D. (1996). Effects of Parent Involvement on Eighth-Grade Achievement. Sociology of Education , 69, 126-141.
Executing the Student-Led Conferences
Global Collegiate Academy Parent Questionnaire
Global Collegiate Academy Student Questionnaire
1. I feel my parent/guardian better understands me as a student.

Strongly Agree/Agree Strongly Disagree/ Disagree

1% 9.9%
2. I produce higher quality work because I have to present my work to my parent or guardian.

Strongly Agree/Agree Strongly Disagree/ Disagree

86.9% 13.1%

I learned more about myself as a student during this process.
Strongly Agree/Agree Strongly Disagree/ Disagree



Using the student led conference model and portfolios I am able to track my academic growth over time.
Strongly Agree/Agree Strongly Disagree/ Disagree

91.5% 8.5%
5. Student led conferences make me accountable for my learning.
Strongly Agree/Agree Strongly Disagree/ Disagree

88.7% 11.2%
6. What was the best thing about the conferences?
"Helped me set my goals for the next marking period."

"The best thing about this conferences was how I got to talk to my mom and how she was proud of me."

7. What would you change about the conference next time?
"My wording and vocabulary"
"Have more samples and be more organized"

8. What did you learn about yourself form this conference?
"I am reaching my goals"
"It gave me responsisbility"
"That I love talking ( : "
Students will be able to produce higher quality work that provides educators will a more accurate form of assessment of learning

Students will be able to take responsibility for their learning by choosing and reflecting on student work.

Students will be able to collect, organize, and share examples of student work that communicates each students strengths, weaknesses, and goals for the up coming marking period.
Students will be able to actively participate in the evaluation of their academic progress

Students will be able to communicate directly with teachers, parents, and adults about their personal learning experiences.

Student-led conferences increases attendance rates amoung parents and students during conference time.

Parents will be able to communicate better with their children, become more engaged in their child's academic progress at school and at home.
Parent Attendance Data
6. What did you like about conferences?
"Timeliness and seeing the growth in the child excellent"

"It was my child sharing with me her academics and sharing with me her strengths as well as pieces of where she can better improve. To me, it is also a way to prepare my daughter to public speak, ready for interviews, and a prep for the real world."

"Child/parent/teacher interaction"

"I like that my child was involved in the conference and he can see where he stands."

7. Would you prefer this type of conference over traditional parent conferences?

Benefits of Increased Parent Involvement
Families play a critical role in the education of their children. Collaborative relationships between parent and teachers can help create partnerships that support all aspects student achievement at school (Epstein, 2002).

Adolescents tend to be affected positively when a relationship is sustained between their home and school environment. When parents discuss school activities and helping children plan their programs, this ahas the strongest impact on academic achievement (Sui-Chu & Williams, 1996).

Educators should strive to create more educational opportunities to make involvement familiar for families and students in order to increase student accountability and academic achievement. The initiatives that support these principles are student-led conferences and student portfolios.
1. This conference helped me to understand more about my child as a learner.
Strongly Agree/Agree Strongly Disagree/Disagree

93.5% 6.5%
2. I better understand my child's strengths and weaknesses.
Strongly Agree/Agree Strongly Disagree/Disagree

93.4% 6.6%
3. I see value in my child being able to discuss his/her own work.
Strongly Agree/Agree Strongly Disagree/Disagree

79.2% 20.8%

4. I feel that conferences support communication between parents, teachers, and students.
Strongly Agree/Agree Strongly Disagree/Disagree

89.6% 10.4%
Families play a critical role in the education of their children. When parents discuss school activities and helping children plan their programs, this has the strongest impact on academic achievement (Sui-Chu & Williams, 1996). Student led conferences is an educational opportunity to make involvement familiar for families and students in order to increase student accountability and academic achievement.
student led conferences & Portfolios
Tranformational Leadership
Situational Leadership
The process of of building commitment to organizational objectives and then empowering followers to follow the same objective (Yukl, 1998).
Transformational leaders transform the personal values of followers to support the vision and goal of the organization by fostering an enviorment were relationships can be formed (Bass, 1985).
No "one size fits all" approach. Depending on the siuationa varing levels of leadership are nessesary.
Leaders identify the prority, consider the ability and williness level of followers, and leader applies the appropriate style to fit the situation (Blanchard and Hersey, 1996).
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