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Caselslcprepchecklist

The document provides a checklist for student-led conference crew leaders at Centennial EL School to prepare for the conferences. It includes steps to schedule conferences, help students prepare by organizing work samples and developing presentation skills, and ensure the logistical setup includes necessary materials and accommodations. The checklist covers pre-conference planning, student preparation, and guidelines for leading the conferences to keep them student-focused and on schedule while addressing any parent concerns.

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55 views

Caselslcprepchecklist

The document provides a checklist for student-led conference crew leaders at Centennial EL School to prepare for the conferences. It includes steps to schedule conferences, help students prepare by organizing work samples and developing presentation skills, and ensure the logistical setup includes necessary materials and accommodations. The checklist covers pre-conference planning, student preparation, and guidelines for leading the conferences to keep them student-focused and on schedule while addressing any parent concerns.

Uploaded by

api-244347660
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Student Led Conference Crew Leader Preparation Checklist

Centennial EL School

Pre-Conference/Scheduling Logistics
I have sent an invitation for online conference scheduling at least 2 weeks ahead of time.
I have scheduled a conference for each student in my crew, paying specific attention to families
with multiple children in attendance at CaSEL.
Each family knows when to arrive and where the conference will be held.
I know the first and last names of any adults that will be attending the conference.
I have created other arrangements for parents who cannot attend the regular conference
times.
If any parents/family do not speak English, I scheduled for a translator to attend when possible.

Pre-Conference/Student and Teacher Logistics


I have helped students organize work samples that demonstrate their progress toward
academic and WORLD CARE Habit Targets.
I have helped students prepare for conferences by reviewing student self-evaluation forms,
helping students set new goals, and guiding students in the creation of action plans to meet
those goals.
I have helped students develop agendas for the conference time and have helped them learn to
manage time wisely when speaking.
I have helped students learn appropriate speaking skills.
I have set aside Crew time for students to practice student-led conferences with peers or
others.
I have reviewed student work and progress and am prepared to share with parents where
students are in their learning in relation to the standard and/or end of grade level expectation, in
addition to their stars and steps.
I know my Crew! I know what areas they are excelling in and in which they struggle. I know if
they are having trouble with behavior in a specific class, or homework in another, or if the
student is habitually tardy or absent.
I know if a student is struggling in a certain area and I have developed action plan ideas and
possible next steps to bring to the table including information from the MTSS process, READ
Act, behavior plans, classroom interventions...
I regularly communicate with family members. Nothing Im sharing at SLC is shocking or a
surprise to parents.
I have uploaded my SLC resources, tools and plan into the CaSEL SLC Google Doc.

Materials for Conferences

I have a copy of the conference schedule posted outside my classroom.


I have set up chairs in the hallway (or an alternate plan/activity) for families that arrive early.
I have portfolio materials arranged in the order of the conference schedule or organized in an
easy manner. I do not waste time by looking for student work.
The students report cards, evaluations, and other important documents are organized or
already in folders.
I have a group of tables to promote small group discussion. Multiple chairs are available.
There is a place and materials for smaller siblings to sit and play quietly.
My crew may have provided refreshments, which I have set up in an area away from the
conferences and portfolios. I am prepared for spills.
I have a copy of the conference schedule in front of me.
I have a timer or watch and multiple pens.
I know which papers need to be signed and I have a folder in which to keep signed documents.
I have a sheet on which to record parental concerns that cannot be addressed during the
conference.

During the Conference


I stick to the schedule. Im respectful of the time of the family Im conferencing with, as well as,
the next conference scheduled.
I create a positive and inviting atmosphere...
I let the student talk. I may ask probing questions or direct the student to the agenda, but I do
not dominate the conversation. I help the student if the parent is talking too much, and I try to
redirect the conversation if the parent begins to get upset.
I welcome each family, preferably using names, and thank them for coming. I remind families
that the student will do most of the talking and that it is best to save teacher questions until the
end.
I demonstrate for parents a holistic view of the student at school academically,
social/emotionally, and behaviorally. I do this through work samples, data, and anecdotal
evidence.
I make sure any of the paper distribution and signing happens without taking away from the
students presentation.
I record any parent concerns that cannot be addressed at the conference or need to be
addressed by or with someone else and respond to them in a timely manner.
I thank each family for coming and reaffirm my availability for current or future concerns and
give them a survey to fill out at home.

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