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As a student gets older, this analysis becomes more comprehensive. She/he considers test and other performance measures, comprehension of the material, classroom participation, work habits, and particular areas of interest to pursue going forward. e teacher synthesizes the student's perspective with his/her own—and, when provided, addresses the questions, concerns, and proposed discussion items posed by parents. In a preconference, the teacher and the student agree on the work that will be shared with parents and the goals to be discussed. A goal for an older student might be developing better strategies for preparing for tests or for stronger note-taking. Goal- setting can be based on a strength, rather than a perceived weakness. If, for example, a young student is especially interested in biographies, the teacher can try to incorporate this interest in that student's upcoming unit of study. e best goal-setting happens when everyone is aware and involved with the plan. e actual conference follows. Adults and student gather to focus in unison— sharing information, making plans to maximize the student's growth, and forming articulate goals. Because everyone is present and hears the same messages, the different perceptions or perspectives become tools to reach a clearer shared understanding. After goals are established, the next step is to articulate a plan for attaining them. A conference never ends with a list of "you should" statements. Rather, it is imperative to establish a tangible process by which the student can move toward the goal. If, for example, the goal is for a student to complete homework on time, a teacher might promise to review his/her assignment book toward the end of the day; a parent might help the student find a place at home to put his/her folder so that it is easily remembered. Goals are approachable and reachable when all members of the triangle assist in making the action plan. grade, Cassandra recognized that she was struggling with the transition to middle school. So, she took advantage of the opportunity of having a student request a specific teacher to be her/his advisor the following year. With high school around the corner, Cassandra knew she needed a tough teacher who could help keep her motivated. She set high goals and empowered herself with a mentor and guide who could help her keep those goals in sight. Cassandra is certain that family conferences made her a better, more confident student. ey provided the platform on which she could step back and recognize her progress at specific moments in her education; they were also a forum whose purpose was to uncover who she wanted to be. Recounting struggles was inevitably the hardest part to get through each year, but it was countered by the opportunities to step up and take a leadership role—including running her family conference by the time she was in high school. STUDENT PERSPECTIVE – Cassandra Leon '16 When recalling her final conference, graduating senior Cassandra Leon recognizes that her advisor spoke very little. Cassandra took charge and made sure to cover the main points, including updating her mother on the progress of her classes, her college application process, and her remaining goals: continued communication with teachers, maintaining grades, and not developing "senioritis." As such, Cassandra was fulfilling the long- term visions for this program—taking responsibility for learning and her own increasing self-awareness. She had many nostalgic moments and reflects with pride on her 13 years of family conferences. In Kindergarten, Cassandra remembers the planning and excitement that went into choosing the work she would show her mother. She also distinctly recalls her goal in Ms. Kosky's 2nd-grade class: to improve her math facts. Sixth and 7th grades stand out as watershed years. At the close of 6th 2 1 T R E V O R D AY S C H O O L n S U M M E R 2 0 1 5 – 2 0 1 6 Opposite page: e family conference for Sophia R. ('26), who shakes hands with 2nd-grade Head Teacher, Ms. Munizaga. Sophia's mother, Adriana, is at left; Above: At the Senior Time Capsule unveiling, Cassandra reads the note she deposited in a time capsule at the end of 5th grade. is happy annual event takes place the day before commencement. On June 16th, Cassandra became an alumna.

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