Student Led Conferences
Student Led Conferences
Embedded Files
Student Led Conferences...
Require students to identify areas of strength and improvement without outside influence.
Hold students accountable for the choices that they make.
Create intrinsic motivation and steps for meeting goals.
Make students a part of their learning experience.
Implementation
Implementation
Overview
A pre-conference must be held where expectations for the monthly conference are established
Student must monitor and self assess predetermined areas of strength and areas of improvement.
The conference is scheduled and the format is practiced and discussed with the student
Core Components
Students must understand the purpose.
A clear plan must be made for the process WITH the student.
The student must lead the conference.
A plan for next steps must be recorded.
Proactive Implementation
Scheduled time and introduction of student led conferences should be communicated. The frequency of the conferences is up to the implementation team. Practicing the conferences and skill required to conduct the conferences will support the process. The topic should be specific and unique to the student.
Responsive Implementation
A student led conference may be called in response to a particular concern. This may be academic, behavioral, or social in nature. The student leads the facilitated format. The student may initation or request the conference as well (based on their desire to discuss a particular situation).
Bucket Fits
Bucket Fits
Connection
If the need is connection, students should be allowed ot invite multiple people to their conference to discuss their focus area. The people they select should be there for support and building/maintaining relationships with the student.
Skills Training
If the need is skill building then the focus point of the conference should revolve around that particular skill. The student must practice the skill during and before the conference.
Awareness
If the need is awareness then the student should have a post conference where they are able to discuss the conference and perspectives the participants.
Emotional Regulation
If the need is regulation the student should incorporate coping or regulation tools as needed to support the conference. The student may even teach the skill to their audience within the conference.
Considerations & Adaptations
Considerations & Adaptations
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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