The Parent Conference Date:_________________Student:___________________________ Attendees:______________________________________________ The teacher opens by expressing appreciation to those attending the meeting, then 1. Identify hopes: starts the conversation: are your best hopes for our meeting today?” “What (It is common for attendees to answer by saying what they do want. Help those who respond in this not way to develop a more workable goal by asking, do you want to happen instead?”) “What a of 1 to 10, with being not successful and being completely successful, where is the “On ‘1’ ‘10’ student in regard to what we want to achieve?” Teacher:______ 2. Set The teacher thanks the parent and student for their responses and asks, will “What ______be doing in the classroom over the next three weeks so that the score increases and our concern decreases?” 3. Identify exceptions: The teacher asks times when behavior or performance as described in the goal occurs or has occurred in school or at home: is this happening or when has it happened “When slightly already, in other classrooms, grades, or situations at school or even outside of school?”
The Parent Conference Date:_________________Student:___________________________ Attendees:______________________________________________ 1. Identify hopes: The teacher opens by expressing appreciation to those attending the meeting, then starts the conversation: “What are your best hopes for our meeting today?” (It is common for attendees to answer by saying what they do not want. Help those who respond in this way to develop a more workable goal by asking, “What do you want to happen instead?”) “On a of 1 to 10, with ‘1’ being not successful and ‘10’ being completely successful, where is the student in regard to what we want to achieve?” Teacher:______ 2. Set The teacher thanks the parent and student for their responses and asks, “What will ______be doing in the classroom over the next three weeks so that the score increases and our concern decreases?” 3. Identify exceptions: The teacher asks times when behavior or performance as described in the goal occurs or has occurred in school or at home: “When is this happening or when has it happened slightly already, in other classrooms, grades, or situations at school or even outside of school?”