Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56RECOMMENDATIONS IN ACTION: An Elementary School Scenario tudents lead learning at Nathan Hale Elementary School by working with teachers to develop individual learning plans, identify personal learning targets and demonstrate they have met their goals. In the upper grades, student-led meetings have transformed parent-teacher conferences. Lucas is in the fourth grade. He has many interests and talents, but has struggled with math. He is eager to lead the conference with his parents and his teacher, Ms. Cameron, especially to demonstrate the progress he has made in the first half of the year. At the beginning of the year, Lucas and Ms. Cameron crafted individual learning targets and discussed various strategies to meet them. As Lucas reflected on his learning style, he shared his interests, strengths, and challenges with Ms. Cameron. Lucas also had access to an educational software program that tailors resources for Lucas to support his learning based on his preference and styles. The learning plan leverages Lucas’interests to make math more accessible. Lucas is excited about math for the first time. To prepare for the conference, Ms. Cameron helped Lucas compile his work in an electronic portfolio. Showing the portfolio to his parents, he said, “I can’t just tell you I’m good at this. I had to gather evidence.” The portfolio included learning targets and examples of work to show how he has met them. He is particularly proud of mastering fractions: “When we started, everything was a challenge. But Ms. Cameron pushed me to go places I never thought I could!” Assessments before each unit allow Ms. Cameron to provide targeted support. Using this information, Ms. Cameron quickly identified Lucas’ challenges with fractions. When she learned that he has studied piano since first grade, she found lessons that he could do at the piano that allowed him to use musical skills to explore mathematical concepts. Connecting academic goals with Lucas’interests provided a scaffold between his current knowledge and developing skills. Building on his strengths motivated him to tackle his challenges. Before the conference ended, Ms. Cameron prompted Lucas to share his on-going successes. An advanced reader, Lucas often leads mini-lessons for his classmates. Before each new unit, Ms. Cameron introduces the learning targets and gives a pre-assessment to see what students already know and how to target support. In reading, Lucas often demonstrates mastery on the pre-assessment, and then helps explain the concepts to his classmates. Teaching his classmates allows Lucas to develop multiple skills, academic and social, and helps deepen his own knowledge. In addition, teaching develops his leadership skills as he helps other students meet their learning targets. Lucas’parents were amazed with his progress and his self-confidence. “What’s so different about fourth grade?” they asked. He laughed, “Now I’m the boss of me!” At Nathan Hale, teachers allow students to make choices and only direct them if they aren’t making good choices or fail to challenge themselves. Having a voice in his education keeps Lucas engaged and pushes him to achieve his goals. ◆ how to target support. In reading, Lucas often demonstrates mastery on the pre-assessment, and then helps explain the concepts to his classmates. Teaching his classmates allows Lucas to develop multiple skills, academic and social, and helps deepen his own knowledge. In addition, teaching develops his leadership skills as he helps other students meet Lucas’parents were amazed with his progress and his self-confidence. “What’s so different about fourth grade?” they asked. He laughed, students to make choices and only direct them if they aren’t making good choices or fail to challenge themselves. Having a voice in his education keeps Lucas engaged and pushes him to achieve his goals. ◆ 29 | WWW.CAPSS.ORG