assessments. Prompt: Given the scenario assigned to your group and the previous contextual information, how would you respond to Mrs. Smith’s situation at the midpoint? What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation? How will you prepare to provide constructive and supportive feedback at this stage of the student growth process? Running Record Question: How can I apply the discussion we just had regarding the midpoint review to my building (local context)? Handout C Summative Conference: Possible Scenario 1 Possible Scenario 2 Possible Scenario 3 At the midpoint conference, At the midpoint conference, At the midpoint conference, the principal and Mrs. the principal and Mrs. the principal and Mrs. had a rich discussion about Smith had a rich discussion Smith had a rich discussion student progress and about student progress. about student progress. determined during the Mrs. Smith shared her During the midpoint conference that there were concerns about students a, conference, the principal several areas they needed h, and s. The principal was was able to tease out to work on together. The supportive of the growth areas where Mrs. Smith felt principal helped Mrs. Smith demonstrated to date and she needed additional realize that her growth made specific suggestions support with her ELL targets for some of her to assist with students a, h, students. While the students were too and s. The principal principal was able to ambitious and assisted her suggested adjusting reinforce the positive in scaling them to a more student h’s growth target progress that Mrs. Smith’s reasonable growth and put Mrs. Smith in touch students were showing, expectation. They also with the school social she was also able to give discussed how Mrs. Smith worker. With regard to specific, contextual was concerned she students a and s: after the suggestions for continued needed help to bridge midpoint conference, the growth. Mrs. Smith some second language principal was able to identified areas where she divides, processing spoken connect Mrs. Smith with would like further expertise language into written word. some resources and in bridging second After the midpoint supports through her local language divides, conference, the principal ROE. Mrs. Smith also processing spoken was able to connect Mrs. worked with the language into written word. Smith with some resources instructional reading coach After the midpoint and supports through her throughout the year and conference, the principal local ROE and by attended a training at the was able to connect Mrs.
assessments. Prompt: Given the scenario assigned to your group and the previous contextual information, how would you respond to Mrs. Smith’s situation at the midpoint? What would you expect Mrs. Smith to discuss with you, and how can you be prepared to support the conversation? How will you prepare to provide constructive and supportive feedback at this stage of the student growth process? Running Record Question: How can I apply the discussion we just had regarding the midpoint review to my building (local context)? Handout C Summative Conference: Possible Scenario 1 Possible Scenario 2 Possible Scenario 3 At the midpoint conference, the principal and Mrs. had a rich discussion about student progress and determined during the conference that there were several areas they needed to work on together. The principal helped Mrs. Smith realize that her growth targets for some of her students were too ambitious and assisted her in scaling them to a more reasonable growth expectation. They also discussed how Mrs. Smith was concerned she needed help to bridge some second language divides, processing spoken language into written word. After the midpoint conference, the principal was able to connect Mrs. Smith with some resources and supports through her local ROE and by At the midpoint conference, the principal and Mrs. Smith had a rich discussion about student progress. Mrs. Smith shared her concerns about students a, h, and s. The principal was supportive of the growth demonstrated to date and made specific suggestions to assist with students a, h, and s. The principal suggested adjusting student h’s growth target and put Mrs. Smith in touch with the school social worker. With regard to students a and s: after the midpoint conference, the principal was able to connect Mrs. Smith with some resources and supports through her local ROE. Mrs. Smith also worked with the instructional reading coach throughout the year and attended a training at the At the midpoint conference, the principal and Mrs. Smith had a rich discussion about student progress. During the midpoint conference, the principal was able to tease out areas where Mrs. Smith felt she needed additional support with her ELL students. While the principal was able to reinforce the positive progress that Mrs. Smith’s students were showing, she was also able to give specific, contextual suggestions for continued growth. Mrs. Smith identified areas where she would like further expertise in bridging second language divides, processing spoken language into written word. After the midpoint conference, the principal was able to connect Mrs.