The fall and spring conferences serve as two informal learning updates during the school year that provide an opportunity for students, parent(s), and teachers to collaboratively engage in strength-based conversations around a student growth plan that focuses on student strengths, student goal(s), and growth and progress.

The format and structure of the conference is not prescriptive. Teachers should design conferences in a way that best engages students and families, and is responsive to the developmental level of students and the needs of their families. Regardless of the format and structure, students must be at the centre of the conference and their participation is a requirement. Their participation should be meaningful and designed in a manner that builds capacity and honours their voices within the conversations. During the conference there should be an opportunity to share/discuss a student growth plan. Conferences provide opportunities for students to grow in Core Competency development

Combining an IEP Meeting with a Fall/Spring Conference

In order to consider combining an IEP meeting with a conference, the following must be adhered to: 
  • Only applicable for category A and B students 
  • The decision must be approved through a school-based meeting including the school-based team, administration, and school psychologist
  • Parents must have the option to choose a combined meeting or separate IEP and conference meeting
  • For elementary, the combined meeting must be held with the IEP meeting occurring between 1:30-2:30 and the conference to follow directly from 2:30-2:45

Conference Preparation

When preparing and planning for conferences, the following questions provide a guide to support designing the format and structure:
  • How can First Peoples Principles of Learning be incorporated, and opportunities provided for reconciliation?
  • Which format will be responsive to the individual needs of my students and families?
  • Which format supports the developmental level of my students to practice and grow in the core competencies?
  • How can I ensure a strength-based approach is used to focus on what the child CAN do with a goal for growth?
  • How is the format I am using child centered providing space for student voice and engagement?
Primary k-3
It is important that the conference format and structure uphold the following Early Learning Framework principles:
  • Children are strong, capable in their uniqueness, and full of potential
  • Families have the most important role in contributing to children’s well-being and learning
  • Early years spaces are inclusive
  • Environments are integral to well-being and learning
  • Relationships are the context for well-being and learning
Intermediate 4-7
The conference format and structure should provide opportunity to:
  • Engage in the intellectual, personal and social and emotional proficiencies of the core competencies
  • Support inclusive environments and diverse learners
  • Focus on personalized learning giving students voice and choice
  • Focus on how students can use their strengths to help with their challenges
Secondary 8-9
The conference format and structure should provide opportunity to:
  • Engage in the intellectual, personal and social and emotional proficiencies of the core competencies
  • Support inclusive environments and diverse learners
  • Focus on personalized learning giving students voice and choice
  • Focus on how students can use their strengths to help with their challenges
Tips for successful conferences
  • Plan ahead 
  • Support students to explore, learn & understand the goal setting process
  • Develop/use examples of goal setting documents
  • Help students practice for the conference
  • Send home requests for information about students (ex. “getting to know you” sheets, conference planning sheet, student work samples, etc.) prior to the conference
  • Have difficult conversations prior to the conference so that the conference can be focused on positives and plans for growth
  • Be mindful that the number of goals is dependent on what makes sense for a student (i.e. there is not a requirement to have three goals)
  • Prepare a checklist that includes such things as work habits, day-to-day performance as it relates to capabilities, as well as social and emotional well being 
  • Start with a positive statement before you begin your discussion of the student’s performance to help set a good tone for the meeting. Ending the meeting with a positive comment is also a good idea
  • Use definite examples when explaining either strengths or weaknesses, or ways to improve to help caregivers understand how assessment is being done
  • Explain and show student progress to parents in relation to the standards and the proficiency scale
  • Collaboratively set meaningful growth plan goals. Ensure the growth plan is specific and realistic.  Determine what success will look like for the student
  • Suggest ways that caregivers and students can support the student growth plan. 
For online conferences, be sure parents have access and are familiar with the technology. 
  • Teachers can schedule a conference on a different day, allotting a minimum of 15 minutes per student 
  • ​Teachers should endeavour to complete all conferences by the end of the two-week conference period ​
Gradual Release of responsibility continuum
​A conference where the adults solely discuss the concerns they have about the child does not meet the purpose or criteria for a fall or spring conference. If there are specific concerns about a child’s learning and social/emotional development that would shift the conference from a strength-based approach and consume the scheduled conference meeting time, another meeting should be scheduled between the teacher and the parent(s) to discuss these areas of concern. A strength-based approach and student voice are at the heart of these conferences. 

Conference Tools

In our district, we use Microsoft Bookings and Teams to support the planning and execution of conferences. These tools can be used to book both your virtual and in-person conferences.  There is also information to be shared with families on the different systems that are being used. Please see the links on the right to access the tutorials for teachers. Tutorials for parents are on the Parent Resources page.

Elementary Conferences 2022-23

Fall Conferences: Oct. 27 and 28

​Fall conferences provide an opportunity to establish and build relationships where the student, parent, and teacher collaboratively develop a meaningful goal(s) for student growth. This may be done as preparation before the conference and reviewed together during the conference or discussed and completed together at the conference
Requirements for fall conferences
  • A minimum of 15 minutes in length for each family (this includes transition time between conferences)
  • Includes an opportunity to discuss/share student goal(s) for the year with those present
  • Held in the student's classroom
    • Consultation with the principal is required should there be a compelling reason to hold the conference at a different location
  • Held in-person following our SD22 Communicable Disease Plan (CDP)
    • Virtual conferences using Microsoft Teams can be scheduled for families depending on the family circumstances/needs or request of the family
  • Only one family at a time in the classroom space during the scheduled time​

WHEN: Completed within the two-week window (Oct. 24 – Nov. 4)
  • 3-hour early dismissal on Oct. 27 and 28
FOrmat ideas
  • A traditional sit-down conference where together the student, teacher and parent(s) co-create a growth plan during the conference
  • The growth plan is created in advance. Time during the conference is used for the student and parent(s) to explore the learning environment with stations for engagement. Time is set aside for the child, parent and teacher to connect and review the goal/growth plan and check-in on the social/emotional well-being of students
  • The growth plan is created in advance. Students prepare sharing with the teacher and parent through a portfolio around learning experiences they have engaged in and how they are feeling about the year ahead. Questions are used to review/refine the growth plan based on these student insights​

Spring Conferences:  Apr. 27 and 28

​Spring Conferences provide an opportunity to review and celebrate student growth and progress towards the student growth plan goal(s) set at the fall conference. They provide students the opportunity to engage with their family and teacher about their success in learning. 
Requirements for Spring conferences
  • A minimum of 15 minutes in length for each family (This includes transition time between conferences)
  • Should include the goal established in the fall growth plan
    • Depends on whether the child was able to reach that goal and direct communication with the family about reaching that goal occurred before the scheduled conference
  • Must include an opportunity to celebrate/reflect on a student goal/success for the year with those present
  • Held in the student's classroom
    • Consultation with the principal is required should there be a compelling reason to hold the conference at a different location
  • Held in-person following our SD22 Communicable Disease Plan (CDP)
    • Virtual conferences using Microsoft Teams can be scheduled for families depending on the family circumstances/needs or request of the family
  • Multiple families may be in the classroom space depending on the format and the guidelines of our CDP 

​WHEN: Completed within the two-week window (April 25 – May. 9) 
  • 3-hour early dismissal on April 27 & 28 
Format Ideas
1. A traditional sit-down conference where together student, teacher and parent(s) review the fall growth plan and celebrate the successes and determine next steps.
​2. A celebration of learning where the learning environment is open to multiple families with stations and student portfolios available as students guide the activities and conversations with their parent(s). The teacher circulates and interacts with families taking time to celebrate the success of the growth plan/goals created in the fall or creates a specific station to meet with the student and parent(s).
​3. Students prepare their learning for sharing ahead of time with the support of the teacher to share at the conference. Students might present their portfolio around learning they have engaged in throughout the year showing evidence of how they have demonstrated growth to reach their growth plan goals

Secondary Conferences 2022-23

Conferences in secondary schools will be different both in time allocation and format than elementary schools and continue to follow past scheduling and format options to accommodate the student population and scheduling challenges at the secondary level. Conferences should be focused on competency development and be used to set and celebrate goals. Teachers have the freedom to be creative with the format and can structure conferences as demonstrations of learning or sharing of digital portfolios. Conferences should act an an opportunity to build student agency and allow students to demonstrate evidence that shows their personal growth towards their goals.
Requirements for secondary conferences
  • Held in-person following our SD22 Communicable Disease Plan (CDP)
    • Virtual conferences using Microsoft Teams can be scheduled for families depending on the family circumstances/needs or request of the family
  • Students are expected to participate during the conference with their parent(s)
  • Proficiency language will be used instead of grades/percentages when communicating student growth and progress at grades 8 & 9
  • Will have a strength-based focused on areas of strength, areas for growth, and next steps forward
  • Will provide opportunities during the conference day (beyond the meeting with the teacher) for students to show evidence of/demonstrate their learning to parents

WHEN: Semester 1 - October 27 & 28; Semester 2 - April 27 & 28 
Note:
  • Dismissal at schools will be based on the 3-hour early dismissal at the elementary level to accommodate bussing at each high school
  • School-based Administrators in consultation with teachers will determine the schedule and format to best meet the needs of their families while following the CDP
  • School-based Administrators, in consultation with teachers, will determine how to reach out to the families of vulnerable, Indigenous, or students whose proficiency is concerning, to ensure they are prioritized for conference times that work for them
    • If families are unable or choose not to attend the conference, teachers will be responsible for connecting with these families in alternate ways. Administrators will work with teachers to ensure all students that meet these criteria are accounted for and parents are communicated with
  • All other families who do not attend conferences will be formally communicated with through the Mid-Course Written Learning Update 

Growth Plan Templates and Examples

All of the templates available below are in a read-only format.  To access copies of the templates to edit please create a copy.