E U R O P E A N
L E A G U E
F O R
M I D D L E
and embedded within our district’s
planning days at Fulmer Middle School to
help students engage and understand
the data of high stakes testing is another
obstacle that all schools seek to
overcome? From these questions, a
throwback schedule was formed and
embedded within our districts
collaborative planning days at Fulmer
Middle School to help bridge the gap
between participating in the assessment
and the analysis of the outcomes of the
assessment. We seek to help students
understand the importance and value of
this data in an effort to help students
know and understand that their learning
on a daily basis supports a successful
outcome on the assessment.
L E V E L
E D U C A T I O N
preparation of their students for future learning.
Students gain the opportunity to understand
their data, traditionally not discussed the
following school year, and set goals for the
current school year and throughout their time in
middle school.
References
Brown, D.F. & Knowles, T. (2014). What every
middle school teacher should know. (3rd ed.).
Portsmouth, NH: Heinemann.
Foster King, A. (2011). Student-led conferences:
Perceptions held by parents of children attending a
Christian elementary school (Doctoral dissertation,
Pepperdine University). Retrieved from http://
www.search.proquest.com/pdqt/index
Fuller, C. (2010). Factors that contribute to the
engagement of Latino immigrant parents through
The process begins with administration giving
students their summative assessment results
from the prior school year. Students then follow
an abbreviated school day schedule from the
year before:
· 8 th grade students meet with their 7 th
grade teachers
· 7 th grade students meet with their 6 th
grade teachers
· 6 th grade students meet with 8 th grade
teachers
· 7 th and 8 th grade students new to our
middle school meet with our elective
teachers
During this time, students and teachers
conference on assessment results and provide
reflective feedback from the specific strands.
Because these students have a relationship
with their previous teachers, they are more
likely to engage in conversations about their
learning, while giving them ownership of their
results. Another valuable opportunity is for
teachers to gather informal data on the
student-led conferences (Doctoral dissertation,
Northcentral University). Retrieved from http://
www.search.proquest.com/pdqt/index
Gay, C.W. (2011). Exploring student ownership and
responsibility through student-led conferences: A case
study of one elementary school (Doctoral dissertation,
Auburn University). Retrieved from http://
www.search.proquest.com/pdqt/index
Hoeppner, J.T. (2009). Student-led conferences and their
purposes, structure, and content: A multiple case study
approach (Doctoral dissertation, The University of
Wisconsin Madison). Retrieved from
www.search.proquest.com/pdqt/index
Stanchfield, J. (2014). Increase student engagement
and buy in. Midlines: New England League of
Middle Schools Journal, 4(1), 1-7.
Tunistra, C., & Hiatt-Michael, D. (2004). Student-led
parent conferences in middle schools. The School
Community Journal, 14(1), 59-81.
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