Family Conferences: Some Tips for Parents

​As a parent, you are your child's first and most important teacher. We have something in common: we both want your child to learn and do well. When we talk with one another, we can share important information about your child's talents and needs. Family conferences are a great way to start talking to your child's teachers. What should you expect? A two way conservation. Like all good conversations, parent-teacher conferences are best when both people talk and listen. Ask to see information about your child's attendance, grades, and test scores. Find out whether your child is meeting school expectations and academic standards Emphasis on learning. Good family conferences focus on how well the child is doing in school. They also talk about how the child can do even better. Be sure to bring a list of questions that you would like to ask the teacher Opportunities and challenges. Just like you, teachers want your child to succeed. You will probably hear positive feedback about your child's progress and areas for improvement. Be prepared by thinking about your child's strengths and challenges beforehand. Be ready to ask questions about ways you and the teacher can help your child with some of his/her challenges. ​Progress. Find out how your child is doing by asking questions like: Is my child performing at grade level? How is he or she doing compared to the rest of the class? What do you see as his or her strengths? How could he or she improve? Assignments and assessments. Ask to see examples of your child’s work. Ask how the teacher gives grades. Support learning at home. Ask what you can do at home to help your child learn. Ask if the teacher knows of other programs or services in the community that could also help your child. Support learning at school. Find out what services are available at the school to help your child. Ask how the teacher will both challenge your child and support your child when he or she needs it. Finally, talk to your child. The family conference is all about your child, so don't forget to include him or her. Share with your child your thoughts about what you learned. Show him or her how you will help with learning at home. Ask for his or her suggestions. ​(excerpts taken from the Harvard Family Research Project)​

"...wouldn't be the same without you."

Recently I traveled home to the small town in Minnesota where my mom and dad live, to celebrate his 73rd birthday. My parents subscribe to the Anchor, so they can keep up with Ella's (and occasionally Evan's) activities, and just to stay abreast of what's happening in Northwood. He asked if, "...that theatre you guys have is still up and running," to which I replied, "Well, sure it is, Dad. We're going there tomorrow night as a family to see a movie, as a matter of fact." He then proceeded to spend a good five minutes praising our community and the people in it, for all that they do to make life better. Hearing that from him was a refreshing reminder of one of the most valuable treasures we enjoy in the communities of Kensett and Northwood: volunteers. Volunteers ensure that our local theatre operates seven days a week. Volunteers take tickets, keep score, operate the concessions stand, run the clock, and handle many other responsibilities at all of our sporting events. Volunteers handle our fire and rescue services. Volunteers coach our youngsters, and host the Post Prom events every spring. Volunteers donate blood, they donate money, they donate goods and services, and they donate time. Volunteers are at the center of most of the activities occurring day in and day out here in our slice of north Iowa, and I felt that using my article this month to express my gratitude and the gratitude of the entire school community was the very least I could do. Thank you for all that you do, parents, grandparents, friends, and neighbors. Life here would not be the same without you.

2014-15: The Year in Review

At the conclusion of the previous school year (and again at the beginning of the current school year) I shared with the teaching staff at the secondary building what I consider to be our list of accomplishments for that year. For you, I'd like to start off this year's series of newsletter articles by sharing that same list. 1. WIN Time—25 minutes a day are now dedicated to providing specific support to students earning low grades in their classes, needing extra help, and those with incomplete work. Students excelling in their coursework (which is most of them) use this time to keep up with class expectations and to help other students and work in groups. 2. Character Counts-- monthly activities based on a particular quality of a person’s character. Assemblies, breakfasts, and other activities tap into student interests, and are often student-planned. 3. Re-dos and re-takes are allowed on assignments and assessments. This emphasizes the fact that learning doesn’t stop, and encourages students to work harder for a better result. 3. Continuous curriculum improvements. Physics is offered on-site again, more rigorous mathematics curriculum for junior high students, even more refinement of the PSEO courses offered to our students, FOSS for grades 7-8, some new directions in the CTE and arts departments. In the 15-16 school year, we will re-examine our reading curriculum and results. 4. Multi-Tiered System of Supports (MTSS). D/F list now discussed and acted upon weekly by a small team of educators, committed to doing whatever it takes to see a child succeed. When a student is struggling, we are equipped to respond more quickly with interventions. 5. Our new Alternative Program allowed students to earn far more credits than they were earning in the regular program. Not only do many of the Alternative Program students credit this environment with preventing them from dropping out, but we saw a number of our students graduate last spring as a result of this opportunity. 6. Our new Credit Recovery option in the summer had a number of students attending in June and part of July working on recovering credits they lost through failing grades in regular classes, or taking required classes that are missing from their transcript. These accomplishments are only possible with the hard work and enthusiasm of our staff, but also through the trust and cooperation of our parents and students. We'll continue to do our best in educating and communicating with you throughout the year.

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Take the Seeds Along with the Fruit

A teacher with whom I work shared an article with me today, written by Iowa's former Director of Education, Dr. Jason Glass.  He is now the superintendent of Eagle County Schools in Colorado.  In response to the teacher's curiosity about my thoughts on the article, I wrote the following, and thought you (gentle reader) may enjoy hearing them as well.

 

 

 

At the heart of substantial and lasting improvement (and how, indeed, does one decide whether a school needs improving or not, and who is the one doing the deciding?) for me is in his phrase, "Treat educators as professionals."

This is done in a number of important ways.  The most obvious is the wage of a teacher, but modern research has established that more pay alone will not improve student achievement or teacher retention, nor will the promise of a bonus or threat of a cut increase effort.  Actually, these methods have a detrimental effect on employee work habits.

Then, there's the degree to which a teacher is trusted and empowered to be a leader within the organization.  This has more powerful and longer-lasting benefits than just a wage increase.

Also, how are teachers regarded by society at large?  Why don't we we enjoy the same status as doctors or other 'professionals'?  Is it because it is so easy to gain entry into our profession, with far lower standards of base-level quality than many other professions? 

Regarding evaluations as a means to improvement, no, I don't believe a system is improved by quantification alone.  You can't fatten a calf by weighing it.  But, if we're talking professional-quality standards, then physicians, CEOs, and specialists of all types must certainly meet clearly defined quantifiable expectations to remain employed, or even licensed.  So as part of a comprehensive "we ought to be treated like professionals" package, we need to be willing to take the seeds along with the fruit.

The quality of my work as a principal should be judged by our drop out rate, AND our graduation rate, AND our post-secondary success rate, AND the retention rate of employees new to my building, etc...and if those indicators are satisfactory to those who hold me accountable, then pay me a competitive wage and ask me to keep coming back to deliver more of the same.

Students' Reaction to N-K's WIN Intervention Period?

From students at N-K, in a Write-To-Learn assignment for math class, in which they were asked what they thought about our new building-wide intervention period which we call WIN (What I Need) Time:

"I think that WIN time is one the best things that has happened to Northwood-Kensett. It was a great decision. One thing I like about it is that if yourself and a partner have an assignment to do together, WIN time is the perfect opportunity for that. I have nothing bad to say about it. An extra study hall everyday is great. I feel like the desired effect of it is working because of students grades doing better due to more time to get things done. The only thing that could be improved is more WIN time! ;)"

"I believe that WIN time is a good time. It gives me time to work extra homework, or study for a quiz or test. Yes, I believe it is helping, I notice almost everyone in my class working on extra homework. I think it could be improved by putting certain students together, such as those of us in algebra so we can work on harder homework and understand it better."

"I believe that win time will help a lot of the students to do better in school. I have liked win time very much. I think that this time is good because students who are struggling in class can take that time to get the help that they need. I also think it is better for teachers because they get some time to work some one on one with some students."

ACT Scores at N-K Highest in Five Years

Every year, the ACT organization shares the results of our students’ tests with us, compared to state averages.  These tests are designed to measure the skills needed for success in first year college coursework.  This year, as the chart below shows, I’m proud to announce that our students’ scores were not only the highest they’d been in the last five years, but exceeded the state average in every category.

	English		Mathematics		Reading		Science		Composite
Grad Year	NK	State	NK	State	NK	State	NK	State	NK	State
2014	21.6	21.5	22.4	21.4	23.5	22.5	23.5	22.2	23	22
2013	19.9	21.5	20.6	21.6	20.8	22.5	21.1	22.2	20.8	22.1
2012	18.7	21.6	20.6	21.7	21.1	22.5	20.7	22.2	20.4	22.1
2011	19.8	21.7	21.5	21.9	22.2	22.6	22.7	22.4	21.6	22.3